This project studied the impact of (Re)Learning Waihoʻoluʻu on undergraduate Hawaiian Studies majors’ perception and interpretation of color. This was done by conducting a learning assessment that drew on Delorme’s (2018) Star Quilt Framework for Culturally Competent Instructional Design, and the Dick and Carey Model of Instructional Systems Design (2009). The presentation of the module’s content was shaped by Mayer’s (2014) Cognitive Theory of Multimedia Learning and place-based pedagogy, while tests emphasized authentic assessment.
The learning assessment consisted of three rounds, with revisions made to content and design following each round. Assessment of participants’ perception and interpretation were inconsistent, highlighting compact-learning limitations, design errors, diverse learner backgrounds, and challenges with an underdeveloped Hawaiian color theory. However, all participants self-reported changes in both interpretation and perception of color. Altogether, this study demonstrates the need for increased access and resources on Hawaiian color theory; indicates the Hawaiian community’s evolving attitude to e-learning; and illumines a demand for online learning in the Hawaiian Studies Department at the University of Hawaiʻi at Mānoa.
Kūʻiʻolani Cotchay is a graduate student in the M. Ed. Learning Design and Technology program at the University of Hawaiʻi at Mānoa, where she received a BA in Hawaiian Studies. She is an alternative educator, interested in creating and fostering learning environments external to the typical classroom. Future plans include creating an online Girls Rock Camp, developing educational content for Kānaka Maoli, and obsessing more about Kānaka Color Theory.A recording of this presentation is available.
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