ETEC 690, Spring 2013

Permanent URI for this collectionhttps://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.
Development of an instructional tutor training module for the Online Learning Academy
(2013-04-16) Riddle, Davilla; Menchaca, Mike
Students involved in distance learning are using a variety of methods to find help online with their courses. Seeking help online can be due to a number of different factors. It is assumed that tutors not only possess a certain competence level in the academic area for which they are tutoring, but that they also have training and development in the intricacies of online learning methodologies. The purpose of this instructional design project was to develop and evaluate a training module for new hires with the Online Learning Academy to promote the development and refinement of their abilities as highly-trained online tutors. The module was designed using a single website and provided instruction on two main content areas – OLA program policies and online tutoring practices. The module included pre- and post-module assessments, section surveys along with videos and other online multi-media resources. Post-test results showed that the study group improved an average of 22% from their pre-test scores. Therefore, these results show that the module was designed with the end-users in mind and that it did present content that was educational and relevant to the participants. Future research recommendations include tutor observations using criterion-referenced evaluations and adoption of a program-wide pedagogy for instructional support and tutee learning.
Our Class Website: Evaluation of a Resource Website for Yearbook Students
(Technology, Colleges, and Community Worldwide Online Conference, 2013-04-16) St John, Susan Lee; Eichelberger, Ariana; Leong, Peter; Menchaca, Mike
The production of a high school yearbook demands high-level skills, which require time to learn. However, this 10th grade yearbook design course, offered at a private high school on Oahu, has limited face-to-face instruction. Consequently, students need to complete many of the assignments independently. The instructor created a resource website to augment learning materials. The purpose of this instructional design project was to evaluate the effectiveness of this resource website. The instructor conducted a survey and “talk-aloud” interviews to assess the students’ usage of the course website. The majority of the survey respondents claimed that they consult the website at least once or twice during a 6-day cycle. The majority also agreed that this resource helped them become more productive members of this course. The talk-aloud interviews suggested that there was little to no user disorientation while navigating the website. In general, students reacted positively to the addition of this resource. This study implies that a website, designed with respect to characteristics of effective websites, has a positive effect in the affective realm. However, the majority of the students still felt that more face-to-face class time would improve the quality of the instructional experience. This project may be helpful to any instructor whose class is expected to produce a product—a publication or student performance—but who has limited class time to teach necessary skills.
Assitive Technology Mobile Apps PowerPoint Presentation
(2013-05-01) Dionne, Carl; Eichelberger, Ariana
An Introduction to Mobile Apps for K-12 Students with Special Needs: An Instructional Website for Educational Technology Students
(2013-05-01) Dionne, Carl; Eichelberger, Ariana
Mobile learning is a huge trend in delivering educational content. K-12 institutions are seeing the affordances that mobile learning provides, such as increased engagement and enhanced communication. This is especially important for delivery of education to students with special needs, who directly benefit from the enhanced communication. Many Educational Technology (ETEC) students are teachers, or going to be teachers, at K-12 institutions. Therefore, the purpose of this Instructional Design (ID) project is to develop and evaluate a website introducing University of Hawaii at Manoa ETEC graduate students to selected mobile applications for K-12 students with special needs. This ID project used demographic and attitudinal surveys to test student perceptions of the use of mobile technologies in the K-12 classroom. Selected mobile apps for the hearing and speech impaired were reviewed. After participating in the learning module, most felt comfortable using these apps for students with special needs. Survey results were favorable to the use of mobile technology for K-12 instruction. Among ETEC students, the use of mobile technologies in K-12 education is highly regarded. This study indicates that the use of mobile technologies in K-12 education is no longer a trend, but is vastly becoming a common educational practice.
Twitter as a Communication and Information Gathering Tool for Educators
(2013-04-30) Ah Nee, Chelsea
Online social media and networking sites have emerged as prominent communication and information gathering tools of the twenty first century that users may access conveniently through a number of devices. With the new generation of learners being “digital natives” and the number of technological devices that are readily available to learners, new methods of instruction are being considered in classrooms around the world. A web-based instructional module was developed to instruct K-12 teachers about how to use Twitter, a social media, as a communication and information gathering tool. Surveys were used to gather participants’ perceptions about using Twitter in their profession as an educator. The results indicate that although teachers are likely to use Twitter to gather information and resources, there are varying reasons that cause teachers to hesitate using Twitter as a communication tool.
"Talking is the new typing": Challenging smartphone users to dictate instead of type in order to enrich the mobile learning experience
(TCC Conference, 2013-04-18) Yamada, Marisa; Leong, Peter
Research on mobile learning has found that the small keypad and smartphone monitor sizes discourage any enhanced collaboration and discussion longer than a couple of sentences. In order to ensure a well-rounded mobile learning experience for the smartphone user, an alternate method of input will have to be utilized especially as mobile devices become smaller and more integrated in our society. The purpose of this study is to develop and evaluate a mobile-based module which instructs smartphone users on how to utilize a speech-to-text app in place of typing for online assignments. Participants learn how to record, edit, copy and paste on Dragon Dictation, a speech-to-text app, and then are asked to complete three final challenges. These tasks have participants dictate 1-2 paragraphs of introduction, reflection, and feedback, common discussion assignments required of online learners. Attitudinal pre-, embedded, and post surveys were used to gather participant data. Overall, data analysis revealed that participants did see the benefits of using speech-to-text technology in place of typing on their smartphones for online assignments and that they were more comfortable and motivated to use one in the future after module completion.
An Introduction and Overview to Google Apps in K12 Education: A Web-based Instructional Module
(2013-04-29) Petersen, James; Leong, Peter
The question of how to provide K12 teachers with “just-in- time” professional development opportunities during a time when the need for fiscal restraint has cut the time available for professional development is a vexing one for educators. A key to preparing K12 students for success in the 21st century is to provide them with the skills and aptitudes that will enable them to be digital producers and collaborators in higher education and in the workplace. This will not happen until teachers in K12 institutions themselves develop these skills. A preliminary survey indicated that participants in this instructional module were consumers of digital technology; that is, they utilized smartphones, cloud services, and web-based mail. The survey also indicated a lower familiarity with the use of Google tools for production and collaboration. This was more pronounced for the K12 educators who responded. An Introduction and Overview to Google Apps in K12 Education utilized web-based instruction to provide an brief survey of the capabilities of Google Apps for K12 education and is designed to be a precursor to specific content-based instructional modules for the use of Google Apps by teachers. The data collected through the post-module survey as well as through open-ended responses in some of the sections provided information about the respondents’ impressions concerning the efficacy of providing “just-in- time” instruction via website, impressions about the usability of the module, and recommendations for improving the module.
Flipped Teaching in a College Algebra Classroom: An Action Research Project
(2013-04-28) Moroney, Sean; Eichelberger, Ari
A project to evaluate a method of flipped teaching was set up within two separate College Algebra classes. From the curricula of each, the topic of radicals was chosen as the subject to have the flipped teaching approach; this happened over two consecutive class sessions. The rest of the class content was taught in the traditional lecture style. In the week before the class sessions, the students were provided with YouTube videos specially prepared for the students to review before the classes met and with links to the related Khan Academy videos and practice sessions. In class, the students worked in teams on related problems while the instructor circulated, providing individual instruction. Each of the teams presented their solution methods to the class. The students were surveyed regarding their experiences with the digital media, the instructional links, and the applied work done in the class, as well as about their impressions of the flipped style relative to the more traditional style of instruction.
Developing a Web-based Instructional Module to Assist Students in Understanding the Financial Aid Satisfactory Academic Progress Policy
(2013-04-18) Nae`ole, Davileigh; Menchaca, Mike
Financial aid is a key component for students who want to earn a college degree, without it many would not be able to consider post-secondary education as an option. Federal regulations require that students meet Satisfactory Academic Progress (SAP) in order to be eligible for Federal Financial Aid, yet few students neither know nor understand this requirement. The purpose of this instructional design project was to develop a web-based module that explains the Financial Aid Satisfactory Academic Progress Policy specifically for UH Maui College students. The web tutorial was designed using the ADDIE model and data collected for the evaluation of the module included the use of survey forms, Retrospective and Likert Scale questionnaires, and observation notes. Overall analysis of the results was positive. Students indicated a substantial increase in understanding SAP after completing the module. In addition, participants achieved an above average score of 81% on the assessment questions. One surprising result of the data analysis were participant responses to the preferred learning method. Of the options of video, text, or a combination of both, over half (53%) choose both while only 12% favored video for learning.
An Intermediate School Transition to Electronic Portfolios
(University of Hawaii at Manoa, 2013-04-16) Bayez, Julio Jr.; Menchaca, Michael
Student portfolios have been adopted at many schools as a subjective form of assessment. Students showcase and reflect upon their learning throughout the year. They then present these portfolios to their parents during a student led conference once a year. Currently, a paperbased portfolio is a requirement at an intermediate school on Maui; however, this means of data collection has become outdated in this digital age. The purpose of this instructional design module was to assist 7th grade students in creating an electronic portfolio using Weebly, an online website creator, at an intermediate public school on Maui. The module was delivered through a website created using Weebly and included instructional videos that were made using Camtasia, a screencasting program. The results indicated that the instructional module was effective in creating an electronic portfolio, but further research is necessary to determine the effectiveness of an electronic portfolio over its paper-based counterpart.

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