ETEC 690, Spring 2010

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Now showing 1 - 5 of 27
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    APA Referencing: A Web-Based Module
    (15th Annual Technology, Colleges, and Community Worldwide Online Conference, 2010-04-22) Hoang, Lynda ; Hoffman, Ellen ; Ho, Curtis
    This web-based instructional module on APA style referencing allowed students easy access to learning a skill needed for academic success. It took into account multimedia learning theories and known problems such as cognitive overload, working memory capacity, modality principle, and individual differences. Individual differences in prior knowledge, content preference, and working memory capacity were considered during the design of the module which was created using an instructional design model. Findings from the study show that APA instruction via hypermedia was effective in increasing posttest scores from pretest scores. Also, survey results showed students found the module engaging, clear, and relevant. Research findings from this project will be useful to the academic community in selecting instructional design strategies, instructional design models, and types of media when creating instruction so that it will be more effective for learners.
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    An Online Resource Repository for Training Faculty in Laulima: An Organization and Collaboration of Resources
    ( 2010-04-22) Chhetri, Rashmi ; Eichelberger, Ariana ; Ho, Curtis P
    Online Course Management Systems (CMS) have become one of the most popular technologies in teaching and learning today. The University of Hawaii has recently adopted an open source CMS and created a customized version for the University called Laulima. Many campuses in the University of Hawaii System (UH) are duplicating efforts by individually developing resources and employing staff to support faculty use of Laulima. A needs analysis conducted by the author regarding faculty use of Laulima revealed difficulty in accessibility of resources, resource availability, redundancy of resource materials developed by multiple campuses, and the need for self-paced support that can be used after introductory workshops or instead of the lengthy workshops. The purpose of this project was to design, develop and evaluate the usability of an online repository of Laulima tutorials developed at multiple UH campuses and made available to faculty throughout the UH system. Faculty throughout the UH system will have access to the repository through the course management system Laulima and specified staff editors from participating UH campuses will be able to edit and upload the files and tutorials to the online repository. Faculty users, staff editors and Educational Technology graduate students learning how to design an online course using course management systems from the participating campuses evaluated the usability of the centralized online resource repository for a period of ten days. Evaluation data was collected via online surveys and the results indicated the interests of participants and the success of the idea of a centralized online repository. Findings are expected to be of significance to those interested in or developing centralized online collaborative systems.
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    Introduction to Twitter: An Instructional Design Module
    (15th Annual TCC Online Conference, 2010-04-20) Spencer, Matthew ; Ho, Curtis ; Ho, Curtis
    This project sought to implement an instructional module that can serve as an orientation for new users of Twitter. The module covers important aspects of Twitter such as explaining what Twitter is, how Twitter works, how users can get started using it, and tips beginners should know. The module was created as an interactive PDF so that users would be engaged by animations similar to those in Powerpoint presentations, be able to answer questions that mimicked Flash, and easily distributed across multiple computers. The module was tested by participants and its effectiveness evaluated in a survey completed by participants after they finished the module. At the heart of the project was the thought that having a better understanding of Twitter before using it would help new users with adoption.
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    How to Effectively Use SRS in the Elementary Classroom
    (14th Annual Technology, Colleges, and Community Worldwide Online Conference, 2010-04-15) Liu, Natalie ; Nguyen, Thanh Truc ; Ho, Curtis ; Lin, Grace
    Digital natives, born after 1980 and raised in a digital world, are avid digital multitaskers and are accustomed to technological devices as an integral part of their daily lives. Yet digital natives are in schools that struggle with technology to keep them engaged, motivated, and actively learning. A potential engaging technology called Student Response Systems (SRS) was investigated throughout this project. The purpose of this study was to explore whether teachers can create a lesson using the Interactive SRS Lesson Plan Template. Specifically, the intent of the module was to demonstrate the benefits of using SRS and encourage teachers to implement SRS into their daily routines. Subjects included 10 elementary teachers with little or no experience using SRS. Quantitative data collected through a pre, embedded, and post test revealed that participants met majority of the objectives in the module and scores increased by 33% in the post test. Qualitative data was collected using a demographic and attitudinal survey. The data revealed that participants generally felt more comfortable with SRS and agreed that it is a valuable tool to use in the elementary classroom as it improves feedback to students, improves the learning environment, and enhances learning and engagement.
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    Introduction to establishing a hybrid learning course for the Vietnamese teachers of English at CEFALT
    ( 2010-04-20) Ngo, Hong ; Ho, Curtis ; Ho, Curtis
    As a mixed mode of online and face-to-face instruction, hybrid learning has been a feasible solution to schools with limited space and a flexible learning environment for the learners. Yet, this mode of instruction may still be novel to most stakeholders at the Center Foreign Affairs and Language Training (CEFALT) in the Ho Chi Minh City of Viet Nam. The purpose of this instructional design project was therefore to create and evaluate an interactive PDF module on establishing a hybrid learning course for the Vietnamese teachers of English at CEFALT. The module provided the teachers with basic knowledge of hybrid learning, effective strategies for incorporating available technologies into their teaching, and a framework for establishing a hybrid learning course. A group of 16 Vietnamese teachers of English at CEFALT evaluated the instructional module. The data collected from the teachers’ performance on the module, pre-test, post-test, and surveys indicated they learned a lot from the instructional module and wished for their school to adopt a hybrid learning mode in the near future. The research results further revealed that the interactive PDF features of the module greatly helped engage and stimulate the teachers in their learning process.