ETEC 690, Spring 2013

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https://hdl.handle.net/10125/27051

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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.
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.
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.
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.
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.
Using Social Mindtools as a New Instructional Approach
(TCC, 2013-04-18) Souza, Jayneen; Menchaca, Mike
This paper documents the results of an action research study focused on evaluating the effectiveness of using Webspiration, a visual learning Web 2.0 social mind-tool, to foster collaboration among ninth and tenth grade geometry students in a private high school in Hawaii. Field notes and observations, daily reflections, a whole group discussion, and a post attitudinal survey were used to collect data. Students applied proven learning methods such as webbing, mind-mapping, and diagramming to plan and organize ideas, visually communicate concepts, gather and keep track of research information, and think through projects and assignments. Classroom observations and feedback revealed that students were initially receptive and positive towards using an online tool to collaborate anytime anywhere; however, challenges with navigating through the menu bar and building content in real-time decreased motivation and intrinsic engagement. Future plans call for an increase in instructional class minutes to explore and navigate through unfamiliar software as well as to revisit the instructional approach. Despite several setbacks, this action research yielded valuable feedback that could assist the researcher and other educators in the integration of visual learning Web 2.0 social mindtools throughout various content areas.
Learning Japanese Online for Hawaii Retail Sales
(Gavon Wong, 2013-04-18) Wong, Gavon; Wong, Gavon; Ariana, Eichelberger; Ariana, Eichelberger
Over 25% of the customers of a particular Hawaii-based clothing retail company are from Japan. Surprisingly, only a handful of staff can speak conversational Japanese. The participants of this study were retail store staff members that interact with Japanese customers on a daily basis. Meeting synchronously face-to-face for a language class is very difficult because these participants have sporadic business schedules. Therefore, a website was created incorporating definitions, audio files, recording tools, screencasts, flash games, and quizzes to help reinforce learning and cater to various learning styles. Surveys indicated that the majority of participants gave high scores to the content and found it to be interesting, engaging, and motivational. However, some participants claimed to experience technical difficulties with audio and web forms. Despite the challenges, the majority showed an increase in scores progressing from pre-test to post-test. The purpose of this instructional design project was to develop and evaluate the effectiveness of a webbased module teaching Japanese phrases to Hawaii retail sales associates and managers who interact with Japanese customers.
Use of Synchronous Online Focus Groups as a Needs Assessment Tool
(TCC Conference, 2013-04-16) Aeby, Tod
The American College of Obstetricians and Gynecologists will hold an educational conference in September of 2013. This action research project used synchronous on-line focus groups, as a tool for needs assessment in preparation for the conference. Participant’s comfort with accessing and using the technology was evaluated and the effectiveness of the focus group process was assessed. Data was collected using synchronous on-line questions, along with pre and post-event survey instruments. This paper presents and discusses that data, along with the challenges encountered with the project. General needs assessment findings are reviewed. Suggestions for future use of this process and future research opportunities are discussed.
Developing iBooks - A Case Study Teaching Gram-stain Analysis
(2013-05-01) Kevan, Jonathan; Eichelberger, Ariana
University of California at Irvine’s medical school is one of many programs that have transitioned to iPad based instruction. Release of iBooks Author, a development tool for electronic books, in January 2012 enabled the creation of “iBooks” that transitioned the iPad from an instructional content viewer to an advanced learning experience including interactivity and multimedia. This tool was the first time that instructors could develop customized instructional content for the iPad without prior programming experience. However, there currently lack any guidelines for iBook development, and there have been few evidenced-based research projects utilizing the tool. Therefore, the purpose of this instructional design project was to design, develop, and evaluate a prototype iBook intended to inform development decisions for instructional designers. The iBook design focused on integration of The First Principles of Instruction (Merrill, 2013), Principles of Multimedia Learning (Mayer, 2001), and iOS Human Interface Guidelines (Apple, 2012). Improved test scores, increased skill confidence, and positive participant responses indicate that selected theories and guidelines were applicable to iBooks development. The author suggests that these implications could be broadly applied to eBook development, and discusses additional design concerns for future research.
COE Faculty/Staff Technology Needs Assessment
(2013-05-01) Yang, Hsingshu Elvis; Eichelberger, Ariana
As the rapid rate of Technology and Distance Programs (TDP) at College of Education at University of Hawaii at Manoa (COE UHM)is expanding, TDP is striving to help faculty and staff at COE UHM build up their professional development (PD). This paper discusses a needs assessment conducted at the University of Hawaii at Manoa (UHM) to understand faculty and staff’s actual needs and preferences. Conducting useful and effective workshops and better serving the faculty and staff at COE UHM has become a very important issue for TDP, however scheduling conflicts and topic selection have caused inefficiencies in the workshop program. In response to these challenges TDP at COE UHM has been offering professional development sessions and conducting evaluations following each workshop. The purpose of this needs assessment (NA) is to assess the professional development needs and preferences of faculty in the College of Education at the University of Hawaii at Manoa.

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