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

Sustainable Learning, Accessible Technologies, & Diverse Contexts

20-Minute LTEC Student Session

Aquarium Educator Training: an Instructional Design Project

Session Description
The purpose of this instructional design project was to plan and develop an online instructional module for training volunteers regarding various marine biology topics at the Waikīkī Aquarium. The creation of a learning module to be completed by all appropriate volunteers provides consistency in content delivery, a higher level of accountability, a greater level of familiarity with pertinent information, as well as increased confidence with visitors. Waikīkī Aquarium Education Volunteers, known as Educators, are volunteers who specialize in the study of marine biology including ichthyology, invertebrate zoology, and so forth. Learning marine biology is an important part of providing a positive educational experience for Aquarium visitors. There was no formal online training program for Aquarium Educators, and educational technology serves to bridge this gap, helping learners who have grown up using technology to stay engaged and focused in challenging topics. The modules were created using Canvas, a learning management system, as well as a combination of tools including: Google Docs, Screencastify, and YouTube. A constructivist design approach combined with proven multimedia learning principles were integrated into the design.

This project may lead to further research in support of the effectiveness of online learning in the museum field when teaching specific content knowledge to volunteer educators.

Presenter(s)
Guerin Earhart
Guerin Earhart, UH Manoa, Honolulu, USA
Mr. Guerin Earhart is a graduate student in the Learning Design and Technology program at the University of Hawaii at Manoa. For his project, he developed an online course for training volunteers with marine biology at the Waikiki Aquarium. Mr. Earhart has a Master’s degree in Curriculum and Instruction, along with two Bachelor’s degrees in Biology and Education. His research interests include designing, developing and implementing distance-learning opportunities in informal learning environments such as museums and aquariums.
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.

E-Learning Course Prototype: Process Writing for English Language Learners

Session Description
E-learning courses provides cultural, intellectual, social, practical, and financial benefits for using technology and applications for learning. It moves from a teacher-centered lecture delivery of content towards student-centered learning of interactive called active learning or constructivism. This presentation will showcase an e-learning course prototype for scaffolding the engagement of English language learners to produce a writing process essay online in Canvas Infostructure’s Learning Management System (LMS) at: https://canvas.instructure.com/courses/1533123.

This prototype was created with the interest of potentially using it for teaching English at the university level as a foreign language to undergraduate Japanese students. The LMS consolidates online writing process software tools, with not only descriptions of the writing stage, but that also provides tools to accomplish each stage of Process Writing: Planning, Drafting Revising, and Editing.

Development of the course began with course learning outcomes and student learning objectives:

  1. Expose students to the writing process,
  2. Scaffold selection of appropriate writing strategies,
  3. Encourage E-learning skills in Canvas LMS and online websites.

These course outcomes aligned the student learning objectives and assessments. Personalized learning, visual communication, and Universal Design for Learning were considered in design and development of the course. To address these concerns learners are afforded multiple ways to show competency by using unique technology or methods to create exemplars, choice in control content and flexibility, multimedia and text-based content, and personalized conversations, and clear guidelines and rubrics for grading criteria and assessment.

Presenter(s)
Joseph Peters
Joseph Peters, University of Hawaiʻi at Mānoa, Honolulu, Hawaii, USA
Joseph was born and raised in Hawaii. He has a background in education, language learning, and instructional design. He has a Bachelors in Elementary Education, Masters in Second Language Studies: Language Teaching, and is in his last semester in the MA: Learning Teaching and Design Program at the University of Hawaii. He recently started a job as an English instructor in Nagoya, Japan. His interests include incorporating E-learning and technology for collegiate language learning.
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.

Beyond the School to Prison Pipeline OR; Unravelling the School/Prison Assemblage through Minecraft

Session Description
Cody Lestelle presents a project that was done in collaboration with two other scholars and educational designers from Dr. Peter Leong’s LTEC 652D – Authoring Virtual Learning Environments (Spring 2017). Co-creators of the original Minecraft simulation of the school-to-prison pipeline were Kim Berg and Keahe Davis. Our final design document stated the following as our instructional goal:

“The instructional goal of our project is to educate the learner about the school-to-prison pipeline, its causes and ramifications, and engage them in creating and exploring possible solutions. The school-to-prison pipeline is the phrase used to describe the increasing pattern of children being funneled out of public schools into the juvenile and criminal justice system through changes made to disciplinary policies and practices by public institutions at the local and state level. The policies and practices disproportionately affect youth of color, specifically males. The reasons for this alarming trend include the lack of foresight for whole-child development, ignorance of proactive resiliency practices for children with socio-economic and domestic trauma, and implicit bias among administrators, teachers, parents, and policy makers. By creating this tool for spreading awareness about the school-to-prison pipeline we hope to decrease youth incarceration rates.”

Cody’s presentation of this project will involve a tour of the Minecraft build followed by a portal opening to the AGILE Minecraft Multiversity’s virtual Hawaiian Islands world where participants of the presentation and simulation are invited to imagine and co-create preferred futures beyond the school-prison pipeline/assemblage.

Presenter(s)
Cody Lestelle
Cody Lestelle, University of Hawaiʻi at Mānoa, Honolulu, Oʻahu, Hawaiian Kingdom
Session Type
20-Minute LTEC Student Session
Audience
All Audiences

Please note that this session did not take place.

Using OpenSim as an Education Tool to Teach the Solar System

Session Description
Why should students learn about the solar system and understand how it is relevant to them? Learning about the solar system is important because it helps us value the Earth and preserve it for future generations. The primary goal of the project was to design an instructional module for middle school learners that would provide general information and facts about the solar system and explain the benefits of space exploration to mankind. The proposed instructional unit aimed to create an immersive and exploratory environment of the solar system in OpenSim (OS) that would engage and stimulate middle school learners in science class. Gagne’s nine events of instruction was utilized as the overarching design format in order to give students an opportunity to engage in every step of the learning process. In the simulation, the solar system utilized the following learning strategies: game-based, diagnostic, demonstrative, and experiential. The simulation could be used repeatedly to teach different solar system topics. A pilot study was conducted with three participants. Verbal feedback during and after the study indicated that participants found the module clear or somewhat clear, and easy to follow. The session will discuss methods, design strategies, and how virtual world instructional tools and techniques were incorporated in the module.
Presenter(s)
Amberlee Kūʻiʻolani Cotchay
Amberlee Kūʻiʻolani Cotchay, University of Hawaii at Manoa, Honolulu, HI, USA
Elle Nakamura
Elle Nakamura, University of Hawaii at Manoa, Honolulu, HI, USA
Routhie Ann B. Senoren
Routhie Ann B. Senoren, University of Hawaii at Manoa, Honolulu, HI, USA
Routhie Ann Senoren is a graduate student of the Learning Design & Technology master’s program at the University of Hawai’i at Manoa College of Education. She has over 10 years of training experience working multiple technical consulting roles (such as Technical Trainer, Online Help Lead, Software Testing Lead, and Instructional Systems Designer) through government contracts. Ms. Senoren is taking a break from the training industry to take care of her 15 months old twin girl and boy. Her new role as a mother was the inspiration behind her master’s project, the HI Mommy website.
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.

College of Education in Minecraft: Exploration or Educational Technology Tools through Virtual Worlds

Session Description
The presentation aims to showcase the College of Education at the University of Hawaiʻi at Mānoa (UHM) in a virtual worlds settings using Minecraft. The contents of the virtual building are filled with the instructional tools used in the Learning Design and Technology (LTEC) department. The simulation allows the learners to explore the college, complete a set of tasks including an in-game journal scavenger hunt, and also to experiment with Minecraft as an educational tool. Upon going through a formative evaluation, our team realized that virtual world games do have a learning curve and can be quite challenging for students who are unfamiliar with the game mechanics. Despite the shortcomings of virtual world game-based learning, the students were highly motivated and engaged during their lesson.
Presenter(s)
Casey Bales
Casey Bales, University of Hawaii at Manoa, Kapolei, USA
Bio
Mellissa Lochman
Mellissa Lochman, University of Hawaii at Manoa, Waipahu, USA
Bio
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.