LTEC 690, Spring 2023
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ItemStepping into the Spotlight: Learning How to Walk a Pageant Evening Gown Runway Walk( 2023-05-12)Two and a half million women participate in a pageant in the United States every year. For many women, pageants provide a platform to promote their message, earn scholarships, and network with other women. However, pageant competition poses significant barriers to entry. The main portion of the pageant competition is the evening gown walk and the majority of first-time pageant contestants have never walked a runway. The purpose of this project was to build and evaluate an instructional module to help pageant contestants learn the skillset to walk in their evening gowns in their competitions. The instruction was hosted on a website where participants could asynchronously complete the course and learn how to self-evaluate their performance. The module used short-form videos, embedded quizzes, self-taping and self-evaluation. A usability test was conducted with three participants and changes to the design of the instruction were made in response to the participants’ feedback. Additionally, 11 participants took a pre-test, post-test, and wrote in reflection journals. The data was analyzed to determine the learning effectiveness of the instruction. Implications of the evaluation results and future directions for the instruction are discussed in the paper.
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ItemBridging the Learning Gap: Instructing Educators on How to Assist Diverse Learners in Their Classrooms( 2023-05-08)Teachers are tasked with the responsibility of providing accommodations and modifications for all of their students. They are required to do this even without the necessary resources or training. Over the last five years, Edison Elementary School has experienced a change in student population with an increase in English Language Learners and other students from diverse backgrounds. Unfortunately, the school has not provided teachers with the necessary training and support needed to meet the needs of their new student population. In response to this problem, a course was created to teach the teachers instructional strategies to assist all types of diverse learners. Universal Design for Learning (UDL) was chosen as the primary framework of the course as it encourages accommodations for a variety of different learning preferences. Mayer’s (2017) 12 Principles of Multimedia Learning and the Gradual Release of Responsibility framework (Webb et al., 2019) also guided the design of the course. The course was evaluated through a usability study with four teachers (n=4), and a learning assessment with nineteen teachers (n=19) and one principal (n=1) from Edison Elementary School. Recommendations for future research include providing additional practice using each of the course’s UDL strategies.
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ItemInhale, Exhale: Promoting Mindfulness in the Elementary Classroom( 2023-05-11)When students have the ability to regulate their emotions, they encounter more positive peer-to-peer interactions, improved decision-making skills, and they are more likely to be engaged in their learning. Unfortunately, teachers are entering the classroom ill-prepared and unequipped to help their students self-regulate. In response to this, an instructional website was developed and evaluated to provide K-2 teachers with knowledge and tools to be comfortable with incorporating meditative breathing / yoga in the classroom to improve student mindfulness. The introduction section of the instruction included an overview of self-regulation, emotional intelligence, and yoga. The three modules covered information about meditative breathing, chair yoga, and standing yoga. The instruction was designed based on the ADDIE framework, with the incorporation of the ARCS model, Gagne’s Nine Events, Merrill’s Principles of Instruction and Mayer’s Multimedia Design Principles. The website, Inhale, Exhale: Mindfulness in the Elementary Classroom, was evaluated for its usability, as well as how effective it was for learning. The usability was tested by three participants and the learning effectiveness was measured through the participation of 17 current or former teachers. The usability testing focused on the visual design, navigation, and overall content within the website, while the learning effectiveness participants were asked to go through the instruction by watching videos, engaging in learning activities then completing pre and post tests. Participant feedback was primarily positive, and informed design changes.The designer concluded that the instruction was effective in that all participants showed growth between the pre and post assessment. More importantly, the participants’ knowledge, confidence and motivation to try meditative breathing and yoga in their classroom also increased. Relevant conclusions and recommendations will be discussed during the presentation.
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ItemVirtually Fluent: Improving Instructor Attitudes Toward VR in the University Foreign Language Classroom( 2023-05-11)Despite the boom in computer assisted language learning (CALL) implementation at the University of Hawaiʻi during the COVID-19 lock-downs, adoption of one of CALL’s most promising sub-fields, virtual reality assisted language learning (VRALL), has lagged behind. A needs analysis of University foreign language instructors uncovered low technological pedagogical and content knowledge (TPACK), low perceived relevance, and high perceived barriers to implementation as possible causes. To address these challenges and increase VRALL use in the higher education language classroom, Virtually Fluent, an online mini-professional development course was designed using the ADDIE Model of instructional design. The instruction introduced the benefits and best practices of VRALL using CoSpaces Edu, an educational virtual reality application, and leveraged Keller’s (1987) ARCS Model and Kolb’s (1984) Experiential Learning Cycle approaches to enhance cognitive learning and affective change. A usability study and learning assessment were conducted to evaluate the instruction’s usability and effectiveness in addressing the cognitive and affective goals. Both the usability testing (n=4) and learning assessment (n=15) were conducted online. Feedback from the usability testers was incorporated into the final design then evaluated by the learning assessment participants. Participants’ attitudes and knowledge of VRALL were measured before, during, and after instruction using surveys, embedded quizzes, reflections, and digital artifacts. Results indicated an overall improvement in TPACK (+ 60%) and Attitude (+ 20%) from baseline scores, and a moderate degree of satisfaction with the instructional design and tools. Finally, pedagogical implications and possible future improvements are discussed.
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ItemTeaching Common Japanese Cultural Practices Online( 2023-05-12)Many university students in Hawaii planning to study abroad in Japan will experience some form of cultural miscommunication and misunderstanding. These experiences can make it difficult for students to join authentic Japanese communities during their time abroad. To help solve this issue, this project designed and evaluated online asynchronous instruction about common Japanese cultural practices. The instruction combined multimedia with various interactive activities to help students 1) be more aware of the cultural differences between their home culture and Japanese culture and 2) make adjustments so they can participate in the Japanese community more easily. The instruction used Bloom’s Taxonomy to break down and sequence the content, as well as Gagne’s Nine Events of Instruction and Keller’s ARCS model to ensure the lessons targeted the cognitive and affective domains. To evaluate the instruction, synchronous usability testing and asynchronous learning effectiveness testing were conducted with 16 Japanese language learning students (n = 16). The usability test helped capture diverse perspectives on the design of the instruction and was valuable in revising its navigation. In general, participants felt the instructional lessons were meaningful and enjoyable. Future work will be needed to research more about the target audience and to include more content covering additional cultural practices.
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ItemLet’s READ the Patterns: Learning Sumba Weaving Patterns through a Video Game( 2023)In Sumba, Indonesia, traditional cloth or weaving shows identity, social status, and explains history. Unfortunately, although weaving has been modernized and exhibited in many national and international fashion shows, few people realize that the patterns in the weaving have meaning. The woven cloth will only become ordinary traditional clothing with no sense if people do not know the meaning of these patterns. If people know how to “read” the patterns on existing woven designs, then seeing the woven patterns is like reading a book full of Sumba history. This paper aims to introduce Sumbanese weaving patterns through video games that were built using a combination of various applications. The game itself can be accessed online and for free. The basic framework for constructing this instruction was by using Gagne's Nine Events of Instruction. And the usability test to test the technicality of the game was carried out on three participants with different backgrounds. The next step was to test the learning effectiveness of games as an educational tool, and 29 participants completed this test. Finally, the results of data analysis are presented and displayed based on the studies on various groups, such as the Sumba, Indonesian, and non-Indonesian groups. And from the open-ended data, it is concluded that games can be used to introduce Sumbanese weaving patterns with many opportunities for future development.
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ItemFor All: The Implementation of LGBTQ+ and Gender Nonconforming Inclusive Strategies in the Classroom( 2023-05-11)Every student deserves to feel accepted, welcomed, valued, and appreciated. Middle school students are at a formative age where they are navigating and forming their identity, sense of self, and self-security. Students who identify as LGBTQ+ and gender nonconforming can often feel rejected and ostracized by their classmates and teachers, which can lead to depression, bullying, harassment, and even suicide. The goal of this instruction For All was to help middle school teachers see the value in implementing LGBTQ+ and gender nonconforming inclusive strategies into the classroom, and to intend to use them with students and those around them. This instruction took the form of web-based learning modules, and aimed to address the affective domain by pushing teachers to see the value in being inclusive for all students. A usability study and an asynchronous learning assessment were conducted to evaluate the instruction’s usability and effectiveness. The usability study (n=4) helped to point out flaws in the design and make changes for improvements, and the learning assessment (n=16) was used to evaluate the overall effectiveness of the instruction. Overall, participants saw value in implementing the strategies, and intended to do so in their classrooms. However, future work will be needed to find ways for teachers to educate their students to increase student advocacy, and teach fellow educators the strategies to improve overall school climate.
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ItemDeveloping a Library and Information Science Cataloging Course with an Interactive Authoring Tool( 2023-05-10)Library and Information Science (LIS) students, librarians or library staff may not fully understand cataloging and classification in a library setting. As a result, many of these individuals may not be able to perform important cataloging duties when needed. To address this need, instruction was developed to introduce the basics of cataloging and classification. The instruction included an introduction and three modules covering data standardization, cataloging tools, and classification structures. The goal of the instruction was to provide training to LIS graduate students, librarians and library staff to help them grasp basic cataloging and classification knowledge and skills applicable in a library setting. To foster learning, this instruction was designed to create an interactive learning environment, and followed Mayer’s (2009) multimedia learning principles. The instruction was assessed for its usability and learning effectiveness by 19 adult participants (n = 19). To evaluate the instruction’s usability, one in-person and two online semi-conducted interviews were conducted. To evaluate the instruction’s learning effectiveness, Google Forms were used to administer a demographic survey, a pretest, a posttest, and a post-instruction survey. The post-instruction survey asked about the participants’ learning experiences with the instruction. The results of the evaluation revealed some discrepancies between the views of the course designer and those of the participants. Through the usability and learning effectiveness testing, participants identified possible future enhancements regarding the instruction’s content, delivery, and software development. Keywords Libraries, Cataloging, Classification, Metadata, Multimedia learning, Online learning, Interactive authoring tool, Self-directed learning
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ItemTech Talk for Parents: Talking To Your Tweens and Teens About Life on the Internet( 2023-04-20)The internet has reshaped nearly every aspect of our lives, presenting new communication challenges for parents of middle schoolers. Parents naturally want to provide protection and guidance as their teens navigate the internet. However, there are few resources promoting effective communication strategies to help parents mediate teen internet use. Teens need access to their parents’ wisdom and values to make safe, healthy choices online. However, few resources exist to help parents leverage their influence by improving communication. This study aimed to design and evaluate an online instructional module helping parents use communication strategies to initiate conversations about the internet. Research regarding parental mediation, digital media use, communication privacy management, and digital citizenship was referenced. Research on andragogy, informal learning, scenario-based learning, and Keller’s ARCS Model guided the project development to help engage participants and foster motivation. The project was evaluated through a usability study with three adults (n = 3) and a learning assessment with 15 adults (n = 15). The results indicated that the module was clear. They were organized into appropriate sections, and most participants found the content relevant and said they were motivated to use the communication strategies beyond the module. Recommendations for future research include expanding the audience analysis to better understand the audience needs and broaden the number and types of scenarios in the module.
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ItemAll About Credit: Credit Education for Young Adults in the United States( 2022-05-10)Many young adults in the United States learn about credit via avenues outside of academia such as from family and friends, word of mouth, and web research. Knowledge of the U.S. credit system serves as a foundation to begin understanding more complex financial topics, yet many young adults enter the financial system with little to no understanding of credit. This can lead to uninformed decisions with potentially negative financial repercussions. To address this problem, a learning module on credit was developed for young adults. The module, developed using Genially and Google Sites, employed real-life branching scenarios and was designed using Dick and Carey’s Systems Approach Model to instructional design and Keller’s ARCS Model of Motivation. The module presented relevant situations that would capture and sustain the target audience’s interest and motivate them to learn about a challenging and complicated topic. To evaluate the module, a usability study was conducted through synchronous semi-structured interviews (n = 3) and an asynchronous learning effectiveness study (n = 15). The usability study revealed a need for improvement in parts of the module’s navigation. The module received positive comments from participants regarding the instructional content and overall learning experience, and showed an average increase of 16% between pre- and post-test assessments. Future work will explore expanding the story within the module to include additional scenarios and hosting a broader range of question types in the assessment.