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

Sustainable Learning, Accessible Technologies, & Diverse Contexts

instructional design

Online Tutor Training: An Instructional Design Project

Session Description
Online tutor training has been administered by a number of programs across the University of Hawai‘i at Mānoa, including a range of topics and delivery sequences. Though not consistently explicit, it appeared the instructional strategies often mirrored the instructional content. For this project, content included: Bloom’s Taxonomy, Checking for Understanding, and Scaffolding/Zone of Proximal Development. These are topics that could also be documented for Level-1 College Reading and Learning Association certification. The purpose of this instructional design project was to create and evaluate a freshly designed online training for undergraduate tutors at the LAC.

The study involved a total of 13 tutors, with prior tutoring experience and training ranging from 0 to six semesters. Three learning modules were designed and measured for effectiveness. Each module consisted of a pre-test, an explanation and application of topics, and a post-test to measure knowledge acquisition. Modules were available online for tutors to complete asynchronously in lieu of traditional F2F training. Additionally, participants were given a demographic and attitudinal pre-survey and attitudinal post-survey. Results suggest an increase in knowledge of curriculum topics and a slight increase in training satisfaction. Cognitive post-tests showed exceptional improvement in clarity and thoughtfulness of short answer justifications, and affective post-survey results included high ratings for application and job performance confidence. Recommendations include maintenance of social aspects during asynchronous, online training, especially in a field such as tutoring that demands real-time interaction. These suggestions along with the design and development process, implementation and evaluation will be covered in this presentation.

Presenter(s)
Shauna Sibonga
Shauna Sibonga, University of Hawaii at Manoa, Honolulu, Hawaii, USA
Shauna earned a B.A. in Biology and is an M.Ed. candidate in Learning Design and Technology, both from the University of Hawaii at Manoa (UHM). She is currently a Transfer Student Support Specialist for the Manoa Transfer Coordination Center with prior experience within Undergraduate Education in tutoring, teaching, and Academic Coaching. Her primary student population includes undergraduate students, often first generation and first time college students, and transfer students from the UH system community colleges. Additionally she works with the College of Tropical Agriculture and Human Resources at UHM as an education technologist where she uses photography and graphic design skills to advise the grower and consumer communities.

And when she’s not in the classroom or in front of a computer, Shauna loves to propagate and cultivate succulents and cacti.

Session Type
20-Minute LTEC Student Session
Audience
Intermediate

A recording of this presentation is available.
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Learning DLPT Korean Vocabulary Through Morphemes

Session Description
Korean is not only a continuously growing language in the United States but also a strategic language suggested by the Department of Defense. The Department of Defense encourages military intelligence agents to learn Korean by taking the Defense Language Proficiency Test (DLPT) since the importance of international security increased due to the armistice tension between North and South Korea. This Korean DLPT training course (https://leesooy.wixsite.com/dlpt-korean-vocab) is aiming to improve students’ reading and listening skills by expanding vocabulary.

To accommodate students’ needs for a flexible schedule as well as an effective learning process, the mini online course will reinforce effective learning while providing flexibility for various students. The purpose of this course is to help students become familiar with the high-frequency vocabulary needed for DLPT Korean by analyzing vocabulary structures.

As for the TCC session, these course details will be discussed; how to conduct vocabulary practice throughout real-life resources of newspapers, radio, television broadcasts; and topics of social phenomenons, economy, and politics. The strategy used in course development is the morpheme study based on Bloom’s taxonomy in a hierarchical model. While the course was created with the Wix platform, YouTube, Google Forms, and vocabulary map with MindMasters are major tools that enhance the learning process for students.

Presenter(s)
Soo Yeon Lee
Soo Yeon Lee, University of Hawaii, Honolulu, Hawaii, United States
Soo is a Korean language instructor in a private sector as well as a graduate student of the Learning Design & Technology master’s program at the University of Hawaii College of Education. As an instructor, she is interested in developing language courses using interactive technology for community and military-affiliated audience. The mini online course, as a final product for the Certificate of Online Learning and Teaching, focuses on vocabulary acquisition through morpheme maps using a mind map tool to help students visualize word relations and associations.
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.

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.

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.

Learning by Design: Aquarium Kumu Training

Session Description
The purpose of this instructional design project was to develop and evaluate the effectiveness of an online instructional module for training volunteers regarding marine biology 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 Kumus, are volunteers who specialize in malacology, or the study of marine molluscs. 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 Kumus, 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 study involved eleven college level participants, with data analyzed and reported through the use of statistical and descriptive analysis. The results of the data indicated that after completing the online training modules, participants’ knowledge of marine biology increased.

This study supports the effectiveness of online learning in the museum field when teaching specific content knowledge to volunteer educators. To view the online course, please utilize this Canvas URL link: https://canvas.instructure.com/enroll/6JLMNL to self-enroll and participate in the course.

Presenter(s)
Guerin Earhart
Guerin Earhart, UH Manoa, East 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.