ETEC 690, Spring 2010

Permanent URI for this collectionhttps://hdl.handle.net/10125/14954

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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.
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.
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.
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.
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.
The Safe and Proper Use of Wrenches: An Instructional Video
(Technology, Colleges, and Community Worldwide Online Conference, 2010-04-20) Croft, David E.; Lin, Grace; Ho, Curtis P
This instructional design project examined whether an instructional design module, in the form of a video lesson in DVD format, could be an effective method of delivering consistent, anytime, anywhere instruction for a secondary automotive technology course. Design elements that were investigated included those derived from cognitive theories of multimedia learning, such as signaling, spatial contiguity, temporal contiguity, personalization, and modality, as well as presentation length, the use of still images, animated images, color, and font. College of Education students at the University of Hawai‘i at Mānoa were pretested and post-tested to determine material retention, and post-surveyed to determine the functionality of design elements. The findings revealed that 91% of the participants were able to correctly answer 90% of the post-test questions. The survey results indicated that the design elements were successfully implemented.
Interactive Whiteboards for Teacher Training
(2010-04-20) Hayes, Tuyet; Lin, Meng-Fen; Menchaca, Michael
The use of interactive whiteboards (IWBs) grew dramatically over the past two decades, especially within educational settings. This action research project attempted to determine how IWBs affected engagement, interaction, and learning when used for teacher training. Survey results indicated positive teacher attitudes towards IWBs prior to training, and that these impressions intensified as a result of the demonstration of the IWB’s capabilities. High posttest scores also suggested that IWBs may be effective as a potential tool for delivering content knowledge. Exposing teachers to IWB use during training also appeared to improve their dispositions towards using IWBs for their own classrooms.
Motivating Young Readers
(2010-05-07T18:57:50Z) Sumida, Rayna; Ho, Dr. Curtis; Ho, Dr. Curtis
More elementary-aged students are emerging as struggling and unmotivated readers and their teachers are faced with the challenge of motivating them to reach proficiency. As a result, many computer software programs were created and designed to help motivate students to read. The researcher conducted an action research project to examine the effects of a computer software program called Imagine Learning English (ILE). The researcher collected data to determine how motivated and engaged first grade students were towards reading as well as ILE. Each student completed five sessions on the program and was observed by the researcher both on and off the program. The study produced unanticipated results due to the fact that students started using ILE at the beginning of the school year. This early start could have affected the data and their overall motivation towards reading. The data also suggests that majority of the students had a favorable attitude towards reading and using ILE because they wrote about their experiences in their notebook and made a lot of positive comments about it during whole-class discussions.
Sustainability: Making Your Computer Green
(2010-04-16) Huang, Peng-Hsu; Ho, Curtis; Ho, Curtis
Although a computer has become a must have tool for most college students, many college students do not know a simple configuration that could help them to save some money on their utility bills and protect the environment. The purpose of this study was to develop and evaluate an instructional video module as a method of delivering information to college students at the University of Hawaii at Manoa’s College of Education (COE) who use a computer on a regular basis. The video is divided into three parts and embedded in a web page. Twelve students participated in the study. This instructional video module focuses on participants’ cognitive and affective domains in terms of sustainability in computer usage. Project testing showed that the use of video was an effective media to deliver the content to college students. Participants showed significant improvement from the pre-test to post-test after viewing the module. The pre- and post-surveys also indicated that participants are willing to purchase green computers in the future. Overall, this module successfully raised participants' awareness and affected their choice to be sustainable in the future.
Training Vodcasts for Specialty Retail Salespeople of the Millennial Generation: Design Considerations for Training Vodcasts
(University of Hawaii, Department of Educational Technology, 2010-04) Tanaka, Ryan; Leong, Peter; Menchaca, Michael
This paper examines planning and design issues relating to instructional vodcasts. A vodcast, or video podcast, refers to Video-On-Demand (VOD) developed for viewing on mobile devices. The popularity of video iPods, smartphones, and other mobile video devices make vodcasts an attractive instructional tool. Literature suggests vodcasts are particularly beneficial for Millennials (born 1980-2000) and occupations for which coordinating in-person, group training is difficult, such as sales. However, the small screen, storage limitations, Internet accessibility, and ambient distractions of a mobile device all impact vodcast viewing and require special consideration during the planning and design processes. The purpose of this study was to develop and evaluate the effectiveness of two vodcasts to teach sales techniques which were created based on design recommendations and best practices for vodcasts, podcasts, and the mobile Web. In addition to quantitative data measuring the effectiveness of the vodcasts developed, qualitative data was collected from those with Web access on their learning styles, preferences and experiences with vodcasts, and attitudes towards specific design aspects of the sales training vodcasts. Data was analyzed and conclusions were drawn on the use of vodcasts as an instructional medium and the design considerations necessary to create engaging and effective vodcasts.
TCC Power Point Presentation : Animation Principles Flash Module
(Daniel Boulos, 2010-04-22) Boulos, Daniel; Fulford, Catherine; Ho, Curtis
This Presentation was delivered as part of th TCC Online Conference 2010. It is in Power Point format. The presentation is the cullmination of an istructional design project to teach animation principles using an interactive Flash module.
An Interactive Animated Flash Module to Teach Animation Principles to Community College Digital Media Students
(2010-05-06T01:38:06Z) Boulos, Daniel; Fulford, Catherine; Lin, Grace
This Literature Review was prepared in preparation for the design and testing of an interactive module to teach Animation Principles to Community College Digital Media students.
An Interactive Animated Flash Module to Teach Animation Principles to Community College Digital Media Students
(2010-05-06T01:32:10Z) Boulos, Daniel; Fulford, Catherine; Lin, Grace
This instructional design project tested the value of a Flash animated, interactive module in teaching animation principles in the Leeward Community College Digital Media Department, University of Hawaii. Studies have indicated that modern learners are less focused over long periods of time and are accustomed to multiple streams of simultaneous information. This instructional design project created an animated interactive Flash module to teach the animation principles of Arcs, Timing and Squash and Stretch. The module was accompanied by a pretest, embedded test and posttest to analyze the effectiveness of this content delivery alternative. Small group testing was conducted on 15 current students of the Leeward Community College Digital Media Department. Evidence from small group testing of the module indicates students benefited from the module in learning Animation Principles. More than seventy percent of the participants saw an improved score on the post-test. Results from this analysis are guiding the instructors of the Digital Media Department in a decision to create more modules such as this one, and simultaneously integrate such modules with the online education that is being expanded by the college.
Boulos TCC Online Conference 2010 Masters Paper
(TCC Online Conference, 2010-03-31) Boulos, Daniel; Fulford, Catherine; Ho, Curtis
This instructional design project tested the value of a Flash animated, interactive module in teaching animation principles in the Leeward Community College Digital Media Department, University of Hawaii. Studies have indicated that modern learners are less focused over long periods of time and are accustomed to multiple streams of simultaneous information. This instructional design project created an animated interactive Flash module to teach the animation principles of Arcs, Timing and Squash and Stretch. The module was accompanied by a pretest, embedded test and posttest to analyze the effectiveness of this content delivery alternative. Small group testing was conducted on 15 current students of the Leeward Community College Digital Media Department. Evidence from small group testing of the module indicates students benefited from the module in learning Animation Principles. More than seventy percent of the participants saw an improved score on the post-test. Results from this analysis are guiding the instructors of the Digital Media Department in a decision to create more modules such as this one, and simultaneously integrate such modules with the online education that is being expanded by the college.
Secondary Education Ecology Module on the Near Shore Marine Environment
(TCC Conference, 2010-04-20) Bruck, Robert; Menchaca, Michael; Menchaca, Michael
Abstract. Ecology is an increasingly important component in the marine science field of education. The Islands of Hawaii host a very fragile marine ecosystem that is under constant threat from anthropogenic interaction and natural events. Including ecology education in the marine science class to students in Hawaii’s secondary education system may be a logical approach to addressing these issues. Because of limited classroom time and resources, ecology is often not included in the curriculum. By integrating educational technologies, science teachers may be able to provide an ecology program of study to their students. This could reach both inside of the traditional classroom and, to a wider range, outside in the form of self study and homework. This research evaluated the effectiveness of online tools to teach an ecology class. Web based ecology material was provided to the participants for reference. Instruction for designing a slide sharing program in the online program Slideboom was also supplied. The participating science teachers were tasked to develop an online slide share program that included images, text and audio and share it with their students. They were then to observe and evaluate the impact of this instruction on their students. At question was, would the participating science teachers be able to employ educational technologies and realize the benefit of supplementing the traditional hands on lab with instruction and expectations using these technology tools in their particular classes? Attitudinal survey questions provided feedback on the effectiveness of this venue from the perspective of the participants. Results of the study indicated that a substantial majority of the participants realized beneficial results with the educational technology tools in the science classroom. In addition, some participants also sought information and access to peripheral educational technology tools used in the study.
Learning PC Repair Through Web-Based Modules
(2010) Garcia, Ryan; Hoffman, Ellen; Menchaca, Mike
In a time where computers are a commodity and are prevalent throughout the world, there are many who know how to use a computer, yet do not know how to deal with computer issues that arise. Since computer repair is not a common subject taught in schools, where can people learn about it? This instructional design project focused on developing an online instruction that aims to fulfill this void. With webbased, multimedia modules, students in a PC Repair class learned about spyware and viruses, and how to remove them. Although the topic was challenging for participants, test results found that, overall, they were able to comprehend the subject matter. Furthermore, the post-module attitudinal survey revealed that participants were satisfied with the multimedia videos. However, issues and technical difficulties arose and participant frustrations were observed. This and implications of the research are discussed.
A Community Unseen Should Not Be Left Unnoticed: A Web-based Instructional Module on Promoting Campus Diversity
(2010-04-22) Reyes, Nikie; Fulford, Catherine; Ho, Curtis
Unlike the lesbian, gay, or bisexual populations, the transgendered community is more at risk of becoming victims of harassment, violence, and discrimination. Transgendered students are more likely to become victims of hate crimes and social prejudice because of the physical or behavioral characteristics they possess that easily distinguish, and readily identity them as transgendered. The creation of the web-based instructional module was to educate students of the University of Hawaii at Manoa about gender diversity and equity on campus, raise awareness regarding transgender specific issues in education, and increase the cultural sensitivity towards gender variant students on campus. The effectiveness of the module was determined by data retrieved through a formative evaluation process. Participants were given pre and posttests, as well as likert-type surveys. Overall, the instructional module was positively received, and the results were favorable, with implications of where the instruction needed to be revised. Revisions to the instructional module were made based on participants’ feedback and assessment results.
Interactive Classrooms with Student Response Systems
(2010-04) Norton, Robert Thomas; Menchaca, Mike; Menchaca, Mike
Teachers face a variety of demands. Developing lesson plans and assessing student work are fundamental and time consuming. Moreover, teachers are asked to differentiate their lessons to accommodate a variety of learning styles, participate in school improvement committees, and supervise extracurricular activities. Often there is little time for teachers to receive training and implement new technologies. Online training has the potential to deliver instruction that accommodates teachers’ need to manage complex schedules. This research describes the efficacy of an online training program designed to aid teachers in the implementation of Turning Technologies Turning Point student response system into their classroom. The training program was designed to provide the basic knowledge to support teachers using the system with a minimal time investment and with anytime access to instruction. Quantitative and qualitative data were collected. The average number of correct answers on a test of best use practices administered before and after instruction increased from 45% to 80%. Participants reported favorably about the value of the training, although results are limited by a small sample size.
Polynesian Navigation through the use of Double Hulled Canoes
(2010-05-04T18:40:15Z) Corr, Sasily; Kimura, Bert; Menchaca, Mike
Abstract: Polynesian navigation using double-hulled canoes has been practiced for many years throughout the Pacific Ocean. Today, however, this ancient art is lacking and students are becoming less aware of how migration took place thousands of years ago throughout the Pacific Islands. Students specifically at the middle school level are only being introduced to a fraction of the information. They are being taught the ancient art of Polynesian navigation only along with the focus of Hawaiian and Pacific Island studies in their social studies curriculum. How will technology help students learn about Polynesian navigation thru the use of double hulled canoes? What effect will using online modules with middle school students have on their understanding of Polynesian voyaging through the use of double hulled canoes? With Internet searches, PowerPoint presentations, latitudinal and longitudinal plotting of coordinates, and video recordings, students learned about and reported their findings on Polynesian navigation through the use of double-hulled canoes.
Absenteeism and the Use of Online Learning Modules
(TCC Conference, 2010-04-22) Thelen, Lisa; Hoffman, Ellen; Menchaca, Michael
Absenteeism is an issue plaguing schools across the nation. A disruption in learning occurs when students miss valuable instruction due to illness or extended vacations. Many schools are looking at the use of online learning modules as a possible solution. Used in the post-secondary environment, online learning modules have the potential to deliver engaging and collaborative lessons on a 24-hour basis. This action research project examined whether middle school students were comfortable with receiving instructional materials from a learning module in an online format. Through the use of Web 2.0 tools, students provided evidence of understanding Hawaii Standard CTE.7-8.2.4 which deals with analyzing how skills and interests affect career choices. Data collection was in the form of pre and post online surveys and student reflections in an online blog. The research focused on the ease with which students were able to navigate an online module, comfort level using Web 2.0 tools to collaborate and motivational level while carrying out tasks. As a result of this study in a regular classroom, the researcher and others interested in the topic will now have a better understanding of the requirements in designing online learning to help absentee middle school students.

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