ETEC 690, Spring 2013

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    The Flipped Classroom Instructional Module
    ( 2013-05-03) Saban, Yasmin ; Menchaca, Michael
    The creation of electronic instructional materials has suggested that learning is no longer restricted to the confines of a traditional classroom. In the Flipped Classroom Model, instruction occurs at home while class time is used to work on applying the material with assistance from the instructor. While forms of this model have been used for decades, new technologies have made this method of instruction increasingly popular. This paper discusses the implementation of a flipped teaching instructional module created using Google Sites. The module was originally created for St. Andrew’s Priory middle school teachers, but quickly spread to participants across North America. Learners went through a series of chapters preparing them to create flipped teaching lesson plans of their own. Data was collected online through Google Forms. Participants found the content to be easy to follow and enjoyed the use of examples from a variety of subjects. When asked if they would implement the model in their classroom more than half of the participants stated they would. Some participants also commented on how they would share the information they learned with their coworkers and school administration. Suggestions for improvement will be noted and the module will be edited for future use.
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    Online Training for Tutorial and Mentoring Services: Developing Self-Paced Web-Based Training for Student Tutors at the University of Hawai‘i Maui College
    ( 2013-04-18) Ballao, Kealii ; Leong, Peter
    Web-based training is fast replacing face-to-face training because an online training module can be distributed across an entire organization to increase worker skills without requiring individual sessions or costly scheduling. At the Learning Center at the University of Hawai‘i Maui College, low attendance to training sessions impedes tutor productivity, and consequently lowers the quality of student support. Therefore, the purpose of this instructional design project was to develop an effective and self-paced web-based instruction to train student assistants on tutoring and mentoring skills. The 1.5-hour module was created through the Canvas learning management system, as well as web and video editing software, and Web 2.0 technologies—Wordpress and YouTube. To facilitate learner comprehension embedded quizzes or ‘Skills Checks’ were required to test their knowledge before allowing participants to continue on to subsequent sections. To increase learning engagement without a live trainer, such features were included: community-building discussions, animated diagrams, and video-based instructor introductions and tutorial scenarios. In the pre-module survey, participants specified that web-based training sessions could replace face-to-face training only if engagement would be comparable. The results of the post-module survey indicate that well-designed and engaging web-based training could supplement but not replace face-to-face training.
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    Learning Module Focused on Google Internet Search Skills for Middle School Students
    ( 2013-05-03) Maeda, Justine ; Eichelberger, Ari
    The World Wide Web is the largest information source for students seeking out information. A strong information literacy foundation is essential to students’ scholastic success as it allows students to find, evaluate, and use information effectively. However, many secondary students have indicated concerning levels of information literacy skill development. These students have demonstrated difficulty even at the basic levels of the online search process. This paper reports on a small instructional design study where a group of participants were shown how to utilize basic Internet searching skills to support middle school students’ ability to conduct online searches. Adults 18 and over participated in the study due to logistical constraints. Evidence from this study indicates that the module was effective in aiding the participants’ understanding of how to search effectively online. Based on qualitative feedback, a majority of the participants view search strategies as a useful tool that they gained confidence in utilizing and would likely use in the future. Moreover, this learning module could benefit from the incorporation of authentic opportunities that provide students with actual guided online searching practice, empowering students to further initiate and explore the use of learned search strategies.
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    Integrating Edmodo into a High School Service Club: To Promote Interactive Online Communication
    (TCC Worldwide Online Conference, 2013-04-18) Gushiken, Bruce ; Eichelberger, Ariana
    Positive experiences reported by teachers and students utilizing Edmodo, a social networking tool, suggests that similar results may be possible in organizing a high school service club. A web-based instructional module was created to show club advisers how to use basic Edmodo features to organize students and groups, foster and increase communication between students, and increase student participation in activities. The instructional module, which included a series of instructional online videos, and a set of fifteen pre-test and post-test questions, was tested by graduate students enrolled in the University of Hawaii at Manoa Educational Technology program. The effectiveness of the module, areas for improvement, and suggestions for future implementation are discussed.
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    Effective Google Search For Middle School Students: A Self-Instructional Web-Based Module To Teach Internet Searching Skills
    (18th Annual Technology, Colleges, and Community Worldwide Online Conference, 2013-04-16) Sack, Maria ; Leong, Dr. Peter
    Searching on the Internet is a common daily task for most students. Students often spend time searching for personal information or doing research for class assignments with little guidance on how to effectively search on the Internet. Younger middle school students frequently search by means of trial and error. They seldom reflect on why certain search queries yield a positive result while others do not. This can lead to wasted time and frustration (Henry, 2005). The objective of this web-based instructional module is to provide an interactive Internet search tutorial with practice problems and immediate feedback to teach students how to improve their Internet search skills. Results from the pretest, posttest, qualitative comments, and learning module evaluation survey indicate that the instructional module helped students improve their Internet search skills, and the interactive components were effective in promoting student engagement. Students appreciated learning about how Google search works.