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

Sustainable Learning, Accessible Technologies, & Diverse Contexts

20-Minute Session

OER Renewable Assignments for English 100 Online and Face-to-Face

Session Description
As part of the Designing with OER (DOER) Fellows program, Susan Wood, a Professor of English and Rachael Inake, an Instructional Designer, partnered to design three OER renewable assignments for English 100: Composition 1, which is the college’s introductory writing class. An OER renewable assignment is one where students create Open Educational Resources (OER) artifacts that are of value to the world. The three assignments included a: description essay topic activity, writing using sources activity, and writing using sources practice exercises. Renewable assignments support authentic learning and students’ work contributes to the OER movement. Students’ artifacts were licensed as CC BY and contributed as supplemental materials to the OER English 100 course sites.
Presenter(s)
Rachael Inake
Rachael Inake, Leeward Community College, Pearl City, HI, USA
Rachael Inake is an Educational Technologist at Leeward Community College where she supports and helps faculty to use technology to enhance teaching and learning.
Susan Wood
Susan Wood, Leeward Community College, Pearl City, HI, USA
Susan Wood is a Professor of English at Leeward Community College. Her professional interests include distance learning and open educational resources.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Handwriting in the Digital Age

Session Description
The presenter has been teaching Japanese online for almost 20 years. Various technology, such as webcam, screen capturing and online screen sharing, has made it possible to teach various aspects of languages online.

However, one important aspect of the Japanese language has not been paid too much attention. It’s handwriting. It’s extremely important to learn the correct stroke order of kanji (Chinese characters) and the 2 other writing systems (hiragana and katakana).

By using the 6th generation iPad, it has become possible and affordable to teach and learn Japanese handwriting online. The latest iPad uses a pressure sensitive pen. There are also Apps which convert the handwritten Japanese to typed Japanese.

The presenter will show how this new technology can be used to teach handwriting in the digital age.

Note: The presenter is neither affiliated with Apple nor any Apps presented.

Presenter(s)
Satoru Shinagawa
Satoru Shinagawa, University of Hawaii, Kapiolani CC, Honolulu, Hawaii, USA
Satoru Shinagawa has been teaching Japanese online since 1999. He has been exploring various technology to enhance online teaching.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Developing Awareness of Digital Health Literacy in Healthcare Students

Session Description
The Patient Protection and Affordable Care Act of 2010 defines health literacy as the “degree to which an individual has the capacity to obtain, communicate, process, and understand basic health information and services to make appropriate health decisions” (Centers for Disease Control and Prevention, 2015, para 1). Nearly 50% of Americans have issues with low health literacy, which can lead to negative health outcomes (Institute of Medicine, 2004), a form of health literacy called “digital” health literacy (eHealth), is defined as the “ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem” (World Health Organization, 2017, slide 8). This emphasizes patient engagement and partnership in managing their own healthcare. Unfortunately, there is often a digital divide; Levy, Janke, and Langa (2015) found that only 9.7% of older adult patients with low health literacy used the Internet to obtain health information.

To meet the goals of Healthy People 2020, digital health literacy needs to part of the curriculum for healthcare programs (U.S. Department of Health and Human Services, 2010). Implications for educators include the need to create learning activities that promote awareness and competence in digital health literacy, both for patient care and to educate patients in digital resources. Examples of student learning activities include creating personal health records, accessing patient portals, analyzing the reading level and accuracy of web-based resources, knowledge of health software applications (apps), and experience in assisting patients to utilize digital resources.

Presenter(s)
Claire DeCristofaro
Claire DeCristofaro, Ashford University, California, USA
Claire DeCristofaro, MD, is a graduate of Hunter College of CUNY and Albert Einstein Medical School in New York City; her family practice has been in urban (inner city) New York City, rural Tennessee and both rural and urban South Carolina, including the free clinic setting. Her academic faculty appointments have been as a traditional and distance educator in healthcare and psychology programs, and she has served as a clinical preceptor for graduate healthcare students. She regularly authors Continuing Education for nurses/APRNs, PAs and pharmacists, in both the live conference setting and online, is a SAMHSA federal grant reviewer, and has published on various clinical topics as well as the scholarship of teaching and learning.
Tracy P. George
Tracy P. George, Francis Marion University, Florence, SC, USA
Tracy George, DNP, APRN-BC, CNE, is an assistant professor of nursing at Francis Marion University and teaches undergraduate and graduate nursing courses. She graduated from Davidson College with a Bachelor of Science in Biology and then completed her undergraduate nursing coursework as well as a Master of Science in Nursing from Vanderbilt University School of Nursing. Her DNP was from the Medical University of South Carolina, and she is a nurse practitioner in the free clinic setting. She has published and presented on clinical topics, served as a federal grant reviewer, and led research in the scholarship of teaching and learning.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Education, Moving Forward Towards the 22nd Century

Session Description
This paper focuses upon the endless possibilities that those in the field of education are currently experiencing and looks forward towards additional advancements in the 22nd century as the field continues to grow. Technology is still in its’ infancy in 2019. Far more can be done in schools and/or the classroom environment to further enhance learning for all students. While educators have made substantive advancement in the last ten years regarding implementation and integration of technology, it is imperative for students that educators continue to strive in opening the minds of our youth in order to what more can be done for the enhancement of the technology that currently exists in order to continually actively engage learners.
Presenter(s)
Therese Kanai
Therese Kanai, American College of Education, HI, USA
Dr. Kanai has been involved in the field of education for over 20 years. She has taught K-doctoral level course. Her passion is teaching online.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Learning through Virtual Reality and 360-Degree Video on YouTube: Possibilities and Pitfalls

Session Description
In 2015, YouTube announced support for virtual reality (VR) and 360-degree video. This made it easier for almost anyone to try out the VR experience through easy-to-use and affordable technologies. Users can now interact with 360-degree videos using a computer mouse or mobile device to explore an omnidirectional view instead of the constrained view of traditional video. The addition of a VR headset adds depth to the video making the experience feel more immersive. The question is, what are the possibilities and pitfalls for this newer form of YouTube video in education? Excitement has started to build as the genre has been explored to create a sense of immersion or presence, to promote new or alternative perspectives, to create virtual tours, or to engage the viewer in an immersive storytelling experience. At the same time, some people experience problems with motion sickness, discomfort, or disorientation when using 360-degree video in VR mode. Issues of accessibility are also a concern for some users who depend on captions or audio descriptions to access video content. It is an exciting new form of YouTube video with pros and cons to consider.

The goals for this session are to discuss:

  • Emerging trends in the research literature for 360-degree video as it pertains to educational use.
  • Benefits and disadvantages of 360-degree video with or without VR enhancements.
  • Popular types of 360-degree videos and their potential value in education.
  • Challenges to consider when using 360-degree VR video as part of the learning experience.
Presenter(s)
Chareen Snelson
Chareen Snelson, Boise State University, Boise, Idaho, USA
Dr. Snelson is an Associate Professor and Associate Chair in the Department of Educational Technology at Boise State University. She has designed and taught online graduate-level courses for more than a decade and currently serves as program coordinator for an online master’s degree program and three online graduate certificate programs. Her scholarly activity centers on YouTube, online video, technology integration, qualitative social media research, and online education.
Session Type
20-Minute Session
Audience
All Audiences

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

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from this session by clicking the button on the right.