LTEC 690, Spring 2025

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https://hdl.handle.net/10125/110890

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Soft Skills for Incoming Pre-K Aides
(2025-05-11) Kanoe Hezekia; Dr. Dan Hoffman; Dr. Ari Eichelberger
Pre-K aides work alongside Pre-K teachers in the classroom to help support the teacher and the students in everyday tasks. Pre-K aides, also known as Educational Assistants, Classroom Support or Classroom Aides, help the classroom be productive and efficient. New and incoming Pre-K aides are often unfamiliar with the skills necessary to be an asset to the Pre-K classroom. This project aimed to address this need through instruction for new and incoming Pre-K aides on soft skills needed to succeed in the Pre-K classroom. The online asynchronous instructional course was evaluated through a usability study (n=3) and an asynchronous learning effectiveness study (n=15). The usability study showed a need to improve the navigation. Learning effectiveness participants were individuals with prior experience with Pre-K students either in or out of the classroom setting. This impacted the learning effectiveness study results as instructional information was already known to them. Although this was the case, a portion of the study showed a 20% increase between the pre and post-test scores. The results and feedback suggest that participants were able to learn from the instruction and gained confidence about Pre-K soft skills and their use in the Pre-K classroom.
How to Pay for College: Demystifying the Financial Aid Process for Low-income High School Seniors
(2025-05-14) Alyssa N Calasicas; Dr. Dan Hoffman; Dr. Ariana Eichelberger
Applying for financial aid can be a convoluted process filled with jargon and unclear steps. For socioeconomically disadvantaged high school seniors, the financial aid process may have additional barriers. Socioeconomically disadvantaged students tend to have lower financial aid literacy that may prevent them from applying and enrolling into college. The How to Pay for College course is an accessible, asynchronous online course that breaks down the financial aid process into four foundational lessons: 1. What is Cost of Attendance; 2. What is Financial Aid; 3. How to Apply for Financial Aid; 4. How to Read a Financial Aid Award Letter. Pre- and post-test assessments were conducted to measure course usability, learning effectiveness, and attitudinal perceptions. Fourteen participants (n=14) completed the course. After completing the course, participants demonstrated an average improvement of 16 percentage points between pre-test and post-test scores. Participants also expressed an increase in confidence in how to pay for college after completing the course. The positive results of the learning effectiveness evaluation and attitudinal survey suggest that the course content and instruction were successful in increasing participants’ financial aid literacy.
‭ Graphic Design Basics:‬ ‭Key Principles to Enhance Designing‬ ‭Slide Presentations‬
(2025-05-11) Melissa Lum; dan hoffman; ari eichelberger
This project, Graphic Design Basics: Key Principles to Enhance Designing Slide Presentations, aims to develop an online course to equip learners without basic visual design knowledge. The course was designed to improve the overall look and feel of slide presentations created by individuals with limited graphic design knowledge. To evaluate the course, four usability participants (n=4) and twenty-eight learning effectiveness participants (n=28) participated in testing the online course. After the usability study, immediate modifications were enacted to enhance the user experience. Overall, the course received positive feedback from the usability and learning effectiveness participants regarding visual design, ease of navigation, interactivity, quotes, and multimedia. Results suggest that adding more activities to online instruction in the future would enhance learning and encourage participants to apply new skills to their slide presentations.
Preventing intimate partner violence: Helping college students identify healthy, unhealthy, and abusive dating relationships
(2025-05-12) Eunice Leung Brekke; Ariana Eichelberger; Daniel Hoffman
More than half of college students who reported experiencing intimate partner violence said it occurred in college, and the majority of college students in abusive relationships failed to realize that they were in one because they did not know how to identify abuse (Knowledge Networks, 2011). To address this issue, an instructional module was developed to teach college students how to identify healthy, unhealthy, and abusive dating relationships. Guiding the design is Horton’s (2012) Absorb, Do, and Connect model, which combines direct and indirect instruction. The instructional module included scenario-based activities for practice, as well as a group discussion board to provide an opportunity for reflection. Results from 17 college students (n = 17) indicated that the instruction was effective, with 91 percent meeting the learning objectives. The instruction’s greatest strengths were its content, level of engagement, and learning effectiveness, particularly with new knowledge about unhealthy relationships. However, more work is needed to address the visual appeal and download speed of the practice activities.
Time Management for New Professionals
(2025-05-11) David Neely; Dr. Dan Hoffman; Dr. Ari Eichelberger
This research addresses the gap between college graduates' hard skills and their underestimated need for soft skills, particularly time management, in professional environments. Although college graduates excel in technical knowledge, they often struggle to manage time effectively when transitioning to full-time employment. Soft skills, including communication, teamwork, and emotional intelligence, are vital for career success. However, time management is especially critical, as poor management can lead to work-life imbalance, burnout, and diminished job satisfaction. Targeting new professionals, this study explores the challenges faced by graduates entering demanding jobs, many of whom lack guidance or support systems to develop these essential skills. The literature review highlights the importance of self-regulation, task prioritization, and reflective practices in improving time management. Peer mentorship and social support systems are also examined as effective strategies to ease the transition into full-time roles. Instructional methods focusing on task completion and self-reflection are proposed to foster better management of workloads and career advancement. By addressing these gaps, this research aims to design an instructional framework that equips new professionals with the task management skills necessary for personal and professional growth. To test this framework, a mini asynchronous course was developed to introduce learners to time management strategies and the use of SMART goals, supported by the integration of ChatGPT as a brainstorming and reflection aid. Usability testing (n=3) was conducted through individual synchronous sessions to evaluate the clarity, design, and functionality of the course. Learning effectiveness testing (n=9) involved pre- and post-surveys to assess shifts in learner sentiment toward ChatGPT and confidence in time management practices. Results showed improved sentiment among all participants, with a more pronounced positive shift among those who had never used ChatGPT before. These findings informed final refinements to the instructional design and validated the potential of AI-supported tools in promoting time management among emerging professionals.
Beyond the Torii Gate: A Beginner's Guide to Etiquette and Customs
(2025-05-11) Kawaiʻaeʻa, Sachiyo; Hoffman, Daniel; Eichelberger, Ari
Japanese shrines are among the most popular destinations for international tourists. However, many guidebooks, such as Lonely Planet and Fodor's, do not explain the proper manners and customs. Typically, the shrine grounds do not display instructions, and Japanese shrines rarely offer multilingual how-to guides on their websites. The standard ritual for visiting Shinto shrines consists of "two bows, two claps, and one bow." This practice has become second nature for many Japanese people. Consequently, it can be challenging for foreigners to receive proper guidance, which often leads visitors to mimic the actions of those in front of them during their shrine visits. To address this issue, this project was initiated to create and evaluate instructional materials that assist individuals in understanding the fundamental practices of worship for their next visit. The primary objective was to provide clear and practical guidance that empowers individuals to confidently navigate the customs of visiting Shinto shrines. The instructions were presented in the form of an eBook, which was created using Canva and Heyzine Flipbooks enhanced with interactive elements developed through Flippity, PlayHT, and Cloudconvert. The post-survey indicated that all participants (n = 18) reported an improved understanding of customs and traditions. Additionally, 94% of participants felt confident about practicing correctly at a Japanese shrine. Next steps will involve enhancing content by exploring new eBook creators and integrating online assessment tools for improved data collection.
Enhancing Virtual Training for Domestic Violence and Sexual Assault Coalitions Using Instructional Design
(2025-05-09) Meryl E. Hooker; Dr. Ariana Eichelberger; Dr. Daniel Hoffman
The rapid shift to virtual learning in response to the COVID-19 pandemic required training managers across sectors to adapt their professional development strategies quickly. This transition was particularly challenging for statewide sexual assault and domestic violence coalitions, where webinars became the default training format. However, traditional webinars often lack engagement and alignment with learning and performance objectives, limiting their effectiveness. This project aimed to redesign the webinar development process by incorporating instructional design principles, including learner analysis, learning and performance objectives, and learner engagement into a structured planning approach. An asynchronous course was developed to guide participants through applying instructional design principles and using a planning tool to create interactive, goal-aligned webinars. To evaluate the course, usability testing (n=3) involved synchronous sessions assessing navigation and design, while learning effectiveness testing (n=16) utilized pre- and post-surveys to measure knowledge gains and confidence in webinar planning. Usability feedback led to refinements in course structure, functionality, and the primary planning tool. Learning effectiveness results demonstrated increased post-assessment scores and heightened confidence in applying instructional design and preparing for webinars. These findings highlight the need for expanded instructional design training resources to support coalition training managers. This project also highlights the potential for evidence-based instructional design to improve the effectiveness of virtual training in mission-driven organizations. Future course iterations will include enhanced instruction about learner engagement, additional modules on effective webinar delivery, and strategies for transforming recorded webinars into interactive, asynchronous learning experiences within a learning management system.
Dental Explorers: A Review Course for Dental Hygiene Students
(2025-05-08) Riglos, Kari; Hoffman, Daniel; Eichelberger, Ariana
The University of Hawai‘i Dental Hygiene Program is a career program designed to teach students how to become registered dental hygienists. Many first-year students in this program struggle to master the basic concepts of the dental explorer, which affects their clinical skills. To address this issue, an asynchronous online course was created to help first-year students review foundational knowledge about dental explorers before they apply their skills in clinical practice. The course’s design process was guided by the ADDIE framework and Bloom’s Revised Taxonomy. Usability was evaluated through a synchronous online session with five participants (n=5) while learning effectiveness was assessed by pre- and post-surveys and assessments with 25 participants (n=25). The usability study showed mostly positive feedback, with suggestions for design improvements, such as adjusting font size and color, reducing spacing on the mobile version, and removing unnecessary underlining. The learning effectiveness test indicated participants’ scores improved across all modules, and qualitative data from surveys revealed strong satisfaction and increased knowledge of dental explorers. Taken together, the results suggest the instruction effectively addressed the problem by enhancing students' understanding of dental explorers. Future work could explore ways to refine the course based on usability and attitudinal feedback. Key takeaways include the importance of incorporating both usability testing and learning assessments for optimizing instruction.
Fostering a Sense of Global Citizenship: Effective Planning Strategy for Global Action Project for High School Students in PAAC Club
(2025-05-08) Takuya Tamaki; Hoffman, Daniel; Eichelberger, Ariana
The Pacific and Asian Affairs Council (PAAC) in Hawai’i provides high school students with global education opportunities through student-led clubs. In these clubs, students are required to work on a Global Action Project (GAP) that addresses a local issue that is aligned with the United Nations’ Sustainable Development Goals (UNSDGs). Unfortunately, many students produce ineffective projects because they lack experience identifying and scoping appropriate problems. To address this issue, an asynchronous online learning module was designed using Articulate Rise 360. The purpose of the learning module was to help students effectively define and analyze problems. The instruction featured scenario-based learning to enhance students’ engagement and application in the real world. Usability testing (n=3) involved synchronous sessions with PAAC staff and led to refinements in visual design and instructional clarity. Learning effectiveness testing (n=13) included pre and post-tests and an attitudinal survey to measure participants’ understanding and overall perceptions of the instruction. Learning effectiveness results showed an increase in students’ ability to scope and analyze problems. Future iterations will include collaborative learning, enabling students to learn in clubs.
Accessibility 101: Educating Faculty on Designing Accessible Digital Learning Materials
(2025-05-12) Yada Ponpittayalert; Ariana Eichelberger; Dan Hoffman
Faculty and staff play a significant role in creating inclusive learning materials and environments, but often struggle to provide necessary accommodations to students with disabilities (Guilbaud et al., 2021). As learning increasingly shifts to online platforms and digital formats, the lack of faculty awareness and knowledge about accessibility continues to negatively impact students, particularly those with disabilities (Guilbaud et al., 2021). This educational gap limits students’ engagement and hinders faculty from fully adopting inclusive teaching practices (Chen et al., n.d.). This project aims to explore and address the critical need for faculty training on accessible digital learning materials in higher education, which impacts students’ learning experiences. The goal is to design instructional courses that equip faculty with the awareness, empathy, knowledge, and confidence needed to enhance their teaching and professional development, strengthen their connection with students, and promote an inclusive learning environment. To address this need, an online learning website, Accessibility 101, was developed to introduce faculty to accessibility concepts and the S.C.U.L.P.T. framework, which serves as the guideline for creating accessible digital learning materials (Worcestershire County Council, n.d.). Usability testing (n=3) was conducted to evaluate navigation and design. Feedback was generally positive, especially regarding visual design, while additional comments informed revisions to both content and layout. To measure learning outcomes and changes in attitudes, a post-survey was conducted with 15 participants. Results indicated a 6% improvement in Module 1 scores and an 8% improvement in Module 2 scores from pre- to post-survey. All participants agreed that the course was helpful and reported increased confidence in applying the S.C.U.L.P.T. framework in their future professional practice.

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