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Be a Part of History: Web-based Volunteer Training Module for Judiciary History Center Docents
|Be a Part of History_Paper_Cypriano.pdf||Paper for project Be a Part of History: Web-based Training Module for Judiciary History Center Docents||4.75 MB||Adobe PDF||View/Open|
|Be a Part of History_PowerPoint_Cypriano.pdf||PowerPoint slides for presentation Be a Part of History: Web-based Training Module for Judiciary History Center Docents||34.86 MB||Adobe PDF||View/Open|
|Be a Part of History_Module_Cypriano.pdf||Screenshots of the web-based learning module Be a Part of History: Web-based Training Module for Judiciary History Center Docents||5.03 MB||Adobe PDF||View/Open|
|Title:||Be a Part of History: Web-based Volunteer Training Module for Judiciary History Center Docents|
|Keywords:||instructional design, training, docents, Hawaiian history, learning module, web-based|
|Issue Date:||17 Mar 2015|
|Citation:||Cypriano, D.A. (2015, March 17). Be a part of history: Web-based volunteer training module for judiciary history center docents. PowerPoint presented at the 20th Annual Technology, Colleges, and Community Worldwide Online Conference.|
|Abstract:||The King Kamehameha V Judiciary History Center (JHC) in Honolulu, Hawaii serves to educate the public about the judicial process and Hawaii’s legal history. In order to meet its objective, the JHC relies on the help of volunteer docents. Docents should be properly educated and trained in order to effectively perform their duties and carry out the JHC’s mission. The purpose of this project was to create and evaluate a web-based learning module to assist in the training of adult volunteers in a logical, interactive, and meaningful manner. The module was created using Wix, a cloud-based web development platform in addition to a combination of tools including: YouTube, JotForm, QuickTime, and Audacity. Design of the module was guided by concepts from the constructivist learning theory. This study involves a total of 16 participants ranging in age from 18 to over 60. Data collected via tests and surveys were analyzed and reported using descriptive statistics. Results indicated that all participants showed improvement in score between the pretest and posttest. Furthermore, all participants either agreed or strongly agreed that they would be willing to use a web-based module for learning again in the future.|
|Appears in Collections:||ETEC 690, Spring 2015|
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