24th Annual TCC | Online Conference | April 16-18, 2019

Sustainable Learning, Accessible Technologies, & Diverse Contexts

tcconline2019

Usability Study of a Student-Centered Career Resource Website for Faculty and Staff

Session Description
What do you want to be when you grow up? That ten-word question resonates in the mind of a child. It is asked by an influencer such as a parent, coach, friend, mentor, and educator. More often than not University of Hawaiʻi Maui College (UHMC) campus support services and course instructors are approached by students unsure of their major or future career choice. It is okay to be uncertain, but time and money are considered a significant cost associated with these types of ambiguities.

The internet provides an abundance of career-related tools and resources, yet lacks streamlined access, campus-specific essentials, and cultural components. The purpose of this usability study was to evaluate a website of self-assessment tools and career-related resources for UHMC faculty and staff who actively assists students in career exploration, planning, and decision-making. Principles of instructional design and multimedia learning were incorporated during the website design and implementation process.

Following rounds one and two of usability testing, revisions were made to the prototype based on participant feedback. Adjustments contributed to decreased response times for seven of the nine total tasks completed during round three. Overall responses indicate positive results of the website design layout, navigation, ease of use, and effectiveness including the application of the website as a go-to resource tool. This session will discuss design, development and modification of the website, participant data, results of the usability study, and lessons learned.

Presenter(s)
Hōkū Hobbs
Hōkū Hobbs, University of Hawaiʻi at Mānoa, Waiehu, Hawaiʻi, USA
Hōkū grew up in Waiehu, Hawaiʻi. Upon receiving her B.S. in Recreation Management and minor in Sociology from Brigham Young University-Provo, she then completed an internship with the United States Navy at NAS Jacksonville, Florida. She credits her internship experience as the gateway to opportunities that lead to successful career paths dreamed about as a child. She also acknowledges the support received from family, hometown and transient communities for the encouragement to experience the world. Away for many years, she was thrilled to return home which she viewed as an opportunity to give back to the community who supported her. She is a third-year LTEC master’s student at the University of Hawaiʻi at Mānoa who actively assist Maui County and UH Maui College students’ with career exploration.
Session Type
20-Minute LTEC Student Session
Audience
All Audiences

A recording of this presentation is available.
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Educators & The Judiciary History Center Website

Session Description
The King Kamehameha V Judiciary History Center (the Center) was designed to help the Hawaiʻi State Judiciary in its efforts to promote civic education for the public. The Center recognizes that field trips are an important part of learning that can deepen and enhance classroom study of civics-related matters. Through school tours of the Hawaiʻi State Supreme Court and First Circuit Court, the Center seeks to help the Judiciary fulfill its mission. The Center also provides classroom educational resources for teachers in the state, as well as professional development opportunities for Social Studies educators to promote civic engagement. A primary way that educators are made aware of the Center’s efforts are through its website. The Centers website is also used by local people and tourists to find information on the historic building within which the Center is housed – Aliʻiōlani Hale. This usability study was conducted to improve the ease of use of the Center’s website for educators seeking to engage with the Hawaii State Judiciary. The data generated has helped in crafting a website design that is functional and aesthetically pleasing.
Presenter(s)
Keahe Davis
Keahe Davis, University of Hawaii at Manoa, Honolulu, USA
Keahe Davis is the Education Director at the King Kamehameha V Judiciary History Center in Honolulu, Hawaiʻi. He received his B.A. in European Studies from Loyola Marymount University and is a candidate for M.Ed. in Learning Design and Technology from the University of Hawaiʻi at Mānoa. In addition to his work at the Judiciary History Center, Keahe is the Vice President of the Hawaiʻi Museums Association Board of Directors, a docent at ʻIolani Palace, ‘ōlapa hula dancer with Hālau Nā Wainohia, and outrigger canoe paddler with Kamehameha Canoe Club.
Session Type
20-Minute LTEC Student Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Motivating Programming Learners through Game Development

Session Description
This study aims to promote learners’ motivation for computer programming through game development. Motivation towards computer programming is a key to academic success for prospective Computer Science (CS) students. Students will learn effectively if they are motivated, and they will be able to maintain their motivation if they have the confidence to achieve their goals (Jenkins, 2001). Game development is an ideal programming topic for motivating new programming learners. The purpose of this instructional design project was to design and evaluate a game development-based module to provide a motivational introductory programming experience for undergraduate students at the University of Hawaiʻi at Mānoa. A coding module platform to support live editing and preview of Javascript 2D-game was developed using WordPress, Phaser, and Ace Editor. A series of instructional screencasts was integrated into the coding module platform. John Keller’s Attention, Relevance, Confidence, Satisfaction (ARCS) model was used for the design of the instructional module and survey instruments. An online module evaluation was conducted with 19 participants, and survey and module usage data were collected. Results indicated overall increases in motivation and confidence levels and positive impacts of using the module. The record also implied a potential link between the increase of learners’ knowledge and confidence levels after working on the module. These results guided the research for further improvement of the instructional module.
Presenter(s)
Genta Togashi
Genta Togashi, University of Hawaii at Manoa, Honolulu, HI, USA
Session Type
20-Minute LTEC Student Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Online Collaboration to Facilitate Instruction of Diagnostic Medical Coding (ICD-10-CM): The effects of collaboration on asynchronous learners in MEDA 271

Session Description
The Medical Assistant should be competent in assigning and selecting diagnostic medical codes (ICD-10-CM) from medical documentation to keep up with changing medical regulation, ensure appropriate reimbursement, and contribute to improved revenue flow for the health care practice. Students in Kapi’olani Community College’s Medical Assistant Program (MEDA) can achieve competence and work toward an Associate’s Degree in Science by completing MEDA 271: Professional Medical Coding.

In my project, the purpose of this action research, is to look at the effects of collaboration with asynchronous learners in the course. I have learned using Constructivism and Merrill’s First Principles of Instruction, through repetitive emphasis of diagnostic coding concepts, with engagement and collaboration of experiences, students learn effective coding strategies through practice and feedback regardless of learners attending synchronously or asynchronously. Delivering the course via Zoom, giving students additional attendance options, and using Google Docs to engage students with online collaborative coding practice, encourages confidence and accurate coding skill to be successful with attempting the American Academy of Professional Coders (AAPC) Professional Medical Coding Certification (PMCC) Exam. Eventually the goal is to increase the number of students in the course which contribute to increasing the number students in the Associate’s Degree Track by: 1) targeting students from the Certificate of Achievement Track, 2) recruiting MEDA graduates, who are employed full-time, and 3) recruiting clinically experienced healthcare professionals to take the course thus overall addressing the State’s shortage of Certified Medical Assistants and Certified Professional Coders.

Presenter(s)
Mae Dorado
Mae Dorado, University of Hawaii at Mānoa, Mililani, Hawaii, USA
Mae Dorado, CMA (AAMA), CPC, CPC-I is an Associate Professor of Medical Assisting and Health Sciences at Kapiolani Community College. She has completed her Bachelor Degree in Public Administration with an emphasis in Health Care Administration. Currently, she is a candidate for a Masters Degree with the UH Manoa College of Education in Learning Design and Technology (LTEC).

As a Certified Medical Assistant through the AAMA and a Certified Professional Medical Coder and Approved Instructor with the AAPC, her strength is in teaching clinical and administrative skills at KapCC for the last 17 years. She also guest lectures for the PTA, OTA, Respiratory Therapy and Practical Nursing Program Students in various clinical topics.

In addition to her teaching load, she is the KapCC HOSA (Future Health Professionals) Advisor and has served on the National HOSA Competitive Events Committee for two 3-year terms, is serving on the National HOSA, Inc. Board of Directors. She served on the Hawaii AAPC Board as the New Member Officer for two 1-year terms and currently acts as a consultant to the current Board Members and lastly, is currently on the Advisory Leadership Council of the Hawaii American Lung Association.

Session Type
20-Minute LTEC Student Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.

Enhancing Cooperative Spaces using Flipgrid

Session Description
In a traditional classroom, students learn to recite facts, memorize procedures, and recall information. School leaders need to assess if this method of teaching is engaging and motivating for their students. This project was created to provide students with an alternative classroom experience that is based on foundational principles of the constructivist framework. This method of teaching is rooted in an active learning environment where students can construct their own meaning. Therefore, this development project afforded the opportunity for students to engage in a cooperative learning environment.

The purpose of this project was to explore the use of Flipgrid to enhance student cooperation in a classroom located at a public school on Oahu. The design was created out of positive findings that was gathered from a literature review. Similar research studies show that the use of video and peer interactions are conducive towards student achievement. Interactions with the students resulted in positive changes and possible improvements to the lesson. This presentation will explore how the researcher developed the project and lessons learned.

Presenter(s)
Leilani Johnson-Hagmoc
Leilani Johnson-Hagmoc, University of Hawaii at Manoa, Waipahu, Hawaii, USA
My name is Leilani Johnson-Hagmoc and I am a ELA middle school classroom teacher. I am very interesting in researching how instructional video impacts student learning. On my free time I enjoy teaching students about video production. In my after school club, I teach students how to plan, shoot, and edit their own videos.
Session Type
20-Minute LTEC Student Session
Audience
All Audiences

A recording of this presentation is available.
Click the button to the right to access the session archive.