ETEC 690, Spring 2012

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    Effectiveness of a web-based instructional design module on educating 6th graders on the topic of cyberbullying
    ( 2012) Kobayashi, LeeAnna
    With the exponential increase in accessible and relatively inexpensive technology such as cell phones and net books, cyberbullying has also increased, particularly among youths in the United States. To combat this growing problem it is necessary to educate this vulnerable population about digital citizenship, and how to recognize cyberbullying and what youths should do if they encounter it. A web-based instructional design module was created to educate 6th and 7th grade students at a Honolulu charter school on the topic of cyberbullying. However, only 6th grade students were able to participate in the study due to logistical constraints. While most of the participants thoroughly enjoyed the module, it appeared that the test instruments were too easy, as almost 21 participants out of 31 scored 100% on the pre-test before even reading the instructional content. Despite the fact that roughly a third of the participants showed improvement, five participants’ scores decreased from the pre-test to the post-test. Also, it is important to point out that the participants were already familiar with bullying and cyberbullying, which was unexpected, considering that their digital citizenship curriculum was not scheduled to begin until 8th grade. For future research, recommendations are to target a younger audience.
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    Implementing a Flipped Classroom: An Instructional Module
    (TCC Conference, 2012-04-17) Shimamoto, Dean ; Gose, Edward
    Flipped classrooms are shifting the way teachers provide instruction by inverting traditional teaching methods to engage students in the learning process. Using technology, lectures are moved out of the classroom and delivered online as a means to free up class time for interaction and collaboration. In order to effectively implement a flipped classroom, teachers must possess a set of requisite technical skills, conceptual knowledge and pedagogical expertise. Through this study, a web-based instructional module was developed to provide this information to prospective teachers interested in implementing a flipped classroom. Results indicated that the module was effective in delivering an overview of the required material, but could have benefitted from the inclusion of added examples of working implementations to raise the confidence level of the participants. Added support through a learning community, either in-person or online, would help to provide guidance through initiation and expand on the shared experiences of the individuals.
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    Computer Security Strategies: An Instructional Design Approach
    ( 2012-05-04) Tanare, Adam Jr. ; Eichelberger, Ariana
    Computer security can be an overwhelming concept for a technology layman or digital immigrant. However, recent occurrences of cyber-attacks highlight that computer security is an essential practice that remains neglected. In this instructional design study, a web-based hybrid text/computer game module was designed based on the ARCS model to examine its effectiveness in teaching basic computer security strategies to sixth graders. Two face-to-face pilot study sessions were conducted for field evaluation. Revisions were made based on feedback and observations, and a small group evaluation was conducted face-to-face, yielding 22 valid participants. Results found that 10 of 12 learning objectives saw an increase in average participant knowledge from pre-test assessment to post-test assessment. Participants expressed that the lesson was fun and informative. Participants were observed to be deeply engaged in the lesson, particularly during the scored game sections. A majority of discussion includes best practices, and details the value and impact of the pilot studies’ findings in systematically improving the effectiveness and relevance of instruction. Findings will be used to further refine the module for possible instructional deployment or commercial use. Potential for a longitudinal study exists, and would examine the longstanding effects, if any, the lesson exhibited on participants.
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    Web-based Training for University Faculty and Staff In Blackboard Collaborate
    (Myla Gumayagay, 2012-04) Gumayagay, Myla ; Gose, Edward
    Abstract: The down turn of the economy has significantly affected the nature of work in colleges and universities across the country. Economic limitations have forced universities to find other means to facilitate meetings, with colleagues and clients over long distance. Blackboard Collaborate, an online synchronous virtual platform was purchased by the University of Hawaii to reduce the cost of face-to-face meetings and to promote distance learning. Even though, faculty and staff were given licenses to utilize this online tool, many are unsure and unfamiliar with many of Blackboards features. The purpose of this study is to provide a web-based instructional training module to assist first time users in Blackboard Collaborate. The focus was to assist participants in navigating and completing five introductory training modules. Overall, participants gained positive experiences and provided recommendations to improve site organization and site content.
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    Meditation for Stress Reduction Webinar
    (TCC conference, 2012-04-19) Bachmann, Melissa ; Ho, Curtis
    Have you ever searched the internet before calling a doctor when you were not feeling well? There are hundreds of websites recommending stress reduction for overall health improvement. Meditation is a proven technique to reduce stress. Unfortunately, many adults feel they do not have enough time to meditate. The purpose of this instructional design project was to develop a Web page on and teach a webinar on the topic of meditation to change the way adults feel about stress reduction. The Facebook Page took into consideration the implications of using social media for learning and was in alignment with goals of the U.S. Department of Health and Human Services. Techniques for teaching in the affective domain and Gagne’s “Nine Events for Instruction” were used to create the webinar. All 11 adult women participants reported immediate feelings of relaxation during the webinar and 45% of participants started practicing meditation to reduce stress after participating in the webinar. An implication for future research includes utilizing other asynchronous methods of instruction instead of a live webinar.