LTEC 690, Spring 2022

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https://hdl.handle.net/10125/81771

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Engaging Graduate Students to Write Their Thesis Paper: An Instructional Design Approach
(2022-06-03) Tanya M. Spencer; Hoffman, Dan; Fulford, Catherine
Many graduate students face the unprecedented challenge of working full time while attending school to further their careers in obtaining a master’s degree. A common occurrence is that graduate students finish their coursework but not their thesis research. Thesis writing is a learned skill, and although students are often subject matter experts in their professions, many do not possess thesis writing knowledge. Using the ADDIE approach to student-centered learning, a web-based Thesis Writing Workshop is offered to help students write their thesis. This project evaluated graduate student interest in joining the Thesis Writing Workshop, and once joined, engaging them to write their thesis inside a 2D metaverse called Gather Town. Student attitudes and opinions were measured using performance objectives in the affective domain with Keller’s ARCS Model of Motivation and Gagné’s Nine Events of Instruction. Two formative evaluations were conducted with 20 graduate students and one subject matter expert. A usability assessment implemented a Failure Mode and Effects Analysis to identify 45 problems in the workshop. After revisions were made, a learning assessment was conducted through a retrospective survey. Results revealed that 80% of students would consider joining or would join the workshop to write their papers to obtain their degree.
Integrating Games In Classroom Instruction: A Professional Development Module
(2022-05-10) Mohd Sivan, Sasha; Hoffman, Daniel
Student motivation and engagement in the classroom is a challenge for any educator especially when teaching difficult subjects or concepts. Many ideas have come about as to how educators can gain engagement thus motivating learners. One approach is through playing games. Games have existed through many centuries and are very engaging, some more than others. Many studies have been conducted regarding the effectiveness of using games as a learning tool. Despite this, games are hardly incorporated into student learning. Educators find incorporating games to be of a challenge. To help address this challenge, an instructional module was developed to ease educators’ apprehensiveness in incorporating games into their instruction by familiarizing them with different game formats. A total of 12 participants completed the asynchronous professional development module along with a pre survey, pretest, posttest and post survey. The results of the evaluation found that participants had an overall increase in knowledge as well as increase in confidence to integrate games in their classroom instruction. This indicates that the overall approach to the intended goal was successful.
Ocean Literacy at Hanauma Bay: A Mural of Discovery
(2022-05-09) Lum, Tyler; Hoffman, Daniel; Fulford, Betsy; Agullana, Patrick
Hanauma Bay is a marine life conservation district. It is designed to protect and manage marine life and ecosystems through stewardship and education. Humans pose a direct threat to marine environments like Hanauma Bay. Visitors to Hanauma Bay often are unaware of how important the environment is to their own lives and well-being. To address this issue, this project was designed and evaluated to educate visitors to Hanauma Bay about ocean literacy. The project’s instruction was centered on an interactive tool designed to engage visitors and alter their attitudes and behaviors when interacting with the ocean. To evaluate the project’s strengths and weaknesses, usability testing and a learning assessment were conducted with the help of participants (n = 29). Participants in the usability study critiqued the design of the tool, as well as its ease of use. The learning assessment participants were given pre- and post-tests to gauge their understanding of the project and their willingness to change their behaviors after engaging with the instruction. The results of the learning assessment showed a positive change in attitude for most participants. The results suggest that even brief interactive experiences might spark people’s curiosity about the world around them. While the tool itself worked well and increased participants’ interest, some aspects of the instructional design needed improvement.
Conflict Resolution Training for Student Employees in an Academic Library
(2022-05-06) Onaga, Chelby; Hoffman, Daniel
Many college students who are hired to work at the University of Hawaiʻi - West Oʻahu (UHWO) library often have little to no prior working experience. These student employees are often tasked with basic library duties such as shelving items or helping patrons locate information. Too frequently, student employees end up trying to help particularly difficult patrons or co-workers who are unaccepting of their help—situations that may result in unwanted interpersonal conflicts. Unfortunately, there is currently no formal training aimed at teaching them how to handle conflict using communication skills. To address this need, this project aimed to design and evaluate an online instructional module about conflict resolution. To design the instruction, research regarding library student employees, job motivation, and conflict resolution in the workplace were referenced. Keller’s (2016) ARCS-V model and Mayer’s (2005) Cognitive Theory of Multimedia Learning guided the project in terms of understanding how multimedia can be used to motivate and stimulate learners both cognitively and affectively. The project was evaluated through a usability study with three adults (n = 3), and a learning assessment with 17 adults (n = 17). The results indicated the module was organized into appropriate sections and most participants found the scenario-based videos engaging and relevant. Recommendations for future research include adding additional resources for future learning and expanding on the content for certain sections of the online module.
Supporting Educators to Meet the Needs of the Growing Population of English Learners in the Classroom
(2022) Langlais, Caroline; Fulford, Catherine; Hoffman, Daniel
Abstract: English learners (EL) are a rapidly growing population in the United States public schools. Yet, as this population grows, not all educators are trained to support EL students’ academic and social needs. A lack of adequate training for educators has resulted in a glaring gap between the knowledge and skills of those supporting ELs and the students' unique needs as learners. To address this national issue, instruction is needed to provide educators with strategies and tools that could easily be implemented in the classroom to create an effective learning environment for EL students. This project’s instruction titled, Meeting English Learners’ Needs in Your Classroom, was designed to support secondary educators in Hawai'i’s Department of Education schools. The online module was created to teach educators how to create equitable lessons to meet the needs of EL students in their classrooms. The online module was evaluated both for usability and effectiveness. Two rounds of a usability testing were conducted with six participants (n=6) using data was collected during the study and through a post usability survey. After completing the usability study, the online module was deemed to have no major usability issues and was ready for the next evaluation phase. Twelve adults (n=12) completed the learning assessment and evaluated the effectiveness and quality of the instruction. Data was collected through pre- and post-surveys. Results showed participants felt positive about the online module's ability to teach them how to create equitable lessons. However, many participants commented that additional resources and examples would improve the project’s impact.
Arming Students Against Misinformation: Asynchronous Instruction to Motivate Community College Students to Practice Information Literacy Skills
(2022-05-06) Ota, Allyson; Hoffman, Daniel; Fulford, Catherine
Misinformation found in the media and online is not a new problem, but it is one of growing concern. Students at Kapiʻolani Community College struggle to evaluate information resources in order to complete their research assignments. Beyond completing school assignments, there are broader implications for the need to apply these types of skills in everyday life. At many institutions, librarians teach information literacy (IL) skills to help students search for, and analyze information and resources they encounter—skills that are useful tools in the defense against misinformation. Within this broader context, this project sought to support students and faculty with IL via an online asynchronous e-learning. The instruction was designed utilizing Keller's (2010) ARCS Model of Motivation and Mayer's (2014) Cognitive Theory of Multimedia Learning. To evaluate the e-learning, a brief usability study was administered to participants (n = 3) analyzing ease of use, instructional content, and functionality. A learning assessment was then administered to participants (n = 15), with results indicating the asynchronous multimedia instruction was effective and had a positive impact on participants' understanding, motivation and confidence in practicing IL skills. Recommendations for future work include streamlining the e-learning's assessments to provide more instantaneous feedback and continuing to revise and refine its instructional content.
Swim This Way: Instructional Design for Improved Technical Skill for Freestyle Swimming
(2022-05-06) Ahn, Ashley; Hoffman, Daniel
Open water swimmers who train seasonally face the disadvantage of not having access to continuous, personal coaching out of season. Although there are many apps, websites, and video libraries about swimming technique available, there is no one place with reliable, quality content that is cost-free. This project aimed to fill the gap by producing reliable instructional content that could be used to improve performance. The goal of this project was to create a singular location that has relevant resources, used terminology swimmers were familiar with, and scaffolded prior knowledge with new information and cut out endless hours of research online. The goal of the instruction was to enable participants to analyze one new swim stroke technique and modify their stroke after completing instruction. To evaluate the cognitive domain, pre- and post-tests were used. To evaluate the psychomotor domain, self-assessment and physical cues checklists were used. The technology was a mobile-app designed for on-the-go, asynchronous learning. Each learning module developed focused on one stroke technique area and allowed learners to actively participate in their learning through short-form video and the associated assessments.
Email Etiquette for Undergraduates at the University of Hawai‘i at Mānoa
(2022-05-06) Zhou, Johnny; Hoffman, Daniel; Fulford, Catherine
Email etiquette is an important aspect of communication that ensures that an email message conveys its meaning clearly and professionally. At the University of Hawai‘i at Mānoa (UHM), students struggle with email etiquette as they do not have sufficient resources from the university to develop those skills. Existing resources are instructor-curated/created for certain courses and are limited to providing immediately actionable tips to students within a single context. The longterm effects of leaving this problem unaddressed may affect students’ employability and career success. To address this issue, this project aimed to design a self-paced online module that was informed by the instructional analysis and associated design objectives. The instructional strategy utilized Keller’s ARCS model and the microlearning approach, which was evaluated through pre-, embedded, and posttest, as well as a retrospective survey. The project prototype was developed using Google Sites and instructional materials included interactive presentations created through Genially and curated images and videos. Participants (n = 14) consisted of UHM undergraduate students and stakeholders who took part in the usability and learning assessment portion of the project evaluation. Evaluation data was codified and test scores were compared to evaluate the usability and learning effectiveness of the project. The evaluation results revealed the online module was usable and effective.
Ocean Literacy at Hanauma Bay: A Mural of Discovery
(2022-05-06) Lum, Tyler; Hoffman, Daniel; Fulford, Catherine; Agullana, Patrick
Hanauma Bay is a marine life conservation district. It is designed to protect and manage marine life and ecosystems through stewardship and education. Humans pose a direct threat to marine environments like Hanauma Bay. Visitors to Hanauma Bay often are unaware of how important the environment is to their own lives and well-being. To address this issue, this project was designed and evaluated to educate visitors to Hanauma Bay about ocean literacy. The project’s instruction was centered on an interactive tool designed to engage visitors and alter their attitudes and behaviors when interacting with the ocean. To evaluate the project’s strengths and weaknesses, usability testing and a learning assessment were conducted with the help of participants (n = 29). Participants in the usability study critiqued the design of the tool, as well as its ease of use. The learning assessment participants were given pre- and post-tests to gauge their understanding of the project and their willingness to change their behaviors after engaging with the instruction. The results of the learning assessment showed a positive change in attitude for most participants. The results suggest that even brief interactive experiences might spark people’s curiosity about the world around them. While the tool itself worked well and increased participants’ interest, some aspects of the instructional design needed improvement.
We are Waiheʻe: Motivating Fourth Grade Teachers to Choose Place-based Tools
(2022-05-06) Asato, Kelly; Fulford, Catherine; Hoffman, Daniel
Fourth grade teachers at Kahaluʻu Elementary School are faced with the feat of determining and implementing instruction that is explicit, relevant, and applicable to their students’ lives in order to increase student achievement. Through a needs assessment, it was determined that place-based learning across content areas might be a strategy to help teachers provide more relevant instruction to students, therefore having a positive impact on their academic achievement. To support teachers who have limited time and energy to plan and prepare for place-based learning, this project designed and evaluated instruction called We are Waiheʻe. This instruction took the form of a web-based toolbox and was designed using Dick and Carey’s Systems Approach Model of instructional design. The project aimed to address the affective domain by motivating teachers to choose from the provided tools in the toolbox to make their instruction more relevant for their students. The project used Krathwohl’s Taxonomy of the Affective Domain, Keller’s ARCS Model, and Mayer's multimedia learning principles to improve its design. A usability study and an asynchronous learning assessment were conducted to evaluate the instruction’s usability and effectiveness. The usability study (n = 5) helped drive revisions before the learning assessment (n = 19) was conducted. Overall, teacher participants perceived the toolbox as satisfying and relevant. However, future work will be needed to find ways to enhance teacher confidence towards implementing place-based tools into their instruction.

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