Author Archive: tcconline2020

Using Learning Centers in Inclusion: A Usability Study of a Teacher Resource Website

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Session Description
Inclusion learning ensures that each student is provided with a differentiated curriculum that assists them to achieve learning objectives. Learning centers geared toward providing students multiple means of learning content provides students with this type of differentiated instruction. As the Hawaii Department of Education (HIDOE), moves forward with implementing inclusion classrooms in public schools, educators need support in finding resources that will assist them in effectively providing an environment in which all students can achieve.

The purpose of this usability study was to create and evaluate the ease-of-use and navigation of the Learning Centers for Inclusion Teaching and Learning (https://learningcentersforinclusion.weebly.com/). This website contains information and resources to support inclusive teaching and learning for K-5 teachers at Lihikai Elementary on Maui. The website was developed using Weebly, a cloud-based development platform. The design of the website was guided by the ARCS Model and the Gestalt’s Principles of Universal Design. The usability study recruited 9 participants who gauged the navigability of the website and the effectiveness of the content found on the website. Three rounds of usability testing were conducted and rated using Molich, Jeffries, and Dumas (2007) as well as measured the average task completion time by participants. Verbal feedback during the study and results collected via pre-surveys and post-surveys indicated positive user experiences including the application of the website as a tool for inclusive teaching and learning. The session will further discuss the approach to the usability study and the outcomes, which include methods, design strategies, study results, and lessons learned.

Presenter(s)
Tiana Guerrero
Tiana Guerrero, University of Hawaiʻi at Mānoa, HI
Tiana Guerrero is a part-time teacher at Lihikai Elementary School and a second-year graduate student in the Learning Design and Technology (LTEC) program at the University of Hawaii at Manoa (UHM). Upon receiving a B.Ed. in Elementary Education from UHM in 2018, she began teaching at her alma mater, Lihikai Elementary, as a growth block teacher for students who need additional support in a variety of subject areas. She has been privileged to be working in her dream position as a teacher in the community that helped to grow her love for teaching and learning. To further support her community and the teachers at Lihikai, she created a website that provides the teachers with resources that will assist them in differentiating their instruction to meet the needs of all their learners.
Session Type
LTEC Session
Audience
All Audiences

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English Basics and Foundations for 9th Grade

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Session Description
English Basics and Foundations for 9th Grade is a 15 week course focused on learning various types of writing, with emphasis on the development of written communication skills, how to analyze text, and collaboration. There are five main modules for the course that deal with narrative, poetry, drama, rhetoric, and research. The researcher spent time talking with former students and close relatives about their experiences in the english classroom. Through an exercise in empathy, the researcher was able to understand the wants, wishes, and needs of these students that played an important role in the development of this course.

This online English course was designed using Canvas for students to develop writing and reading skills at the 9th-grade level. Courses are designed to give students the opportunity to build upon foundational skills in english with personalized feedback and instruction. It is important to build upon foundational skills because these are the skills that students will be carrying with them for the rest of their lives. If they do not have a proper foundation, they will not be prepared for the “real-world.” Knowing how to write, read, and communicate are essentials to building a successful life and go beyond academics. According to ACT.org, the official site of the ACT, developing foundational skills are “essential to conveying and receiving information that is critical to training and workplace success” (ACT, 2014).

The session will discuss the design, objectives, development, and findings of this project. The course was designed in accordance with peer/instructor feedback and target audience’s reactions and opinions. The Universal Design for Learning was used while considering the development of the course.

Presenter(s)
Tasia Nakasone
Tasia Nakasone, University of Hawaiʻi at Mānoa, HI

Session Type
LTEC Session
Audience
All Audiences

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Orientation to Medical Simulation Website for Medical Students – a Usability Study

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Session Description
The Institute of Medicine’s report, To Err is Human (2000), documented 98,000 annual deaths attributable to medical error. Simulation based medical education (SBME) was recommended as one mitigation strategy. Today, simulation is almost universally used in U.S. medical schools. To prepare first year medical students for SBME, the John A. Burns School of Medicine offers a classroom lecture and subsequent bedside orientation and scenario. However, student feedback has revealed recurring negative experiences including feeling stressed, unprepared and desire for more orientation. To address these issues, the researcher developed an asynchronous orientation module delivered through a website using WordPress.

Merrill’s First Principles of Instruction (2002) was used bring relevancy to the module through visual demonstration of tasks, real-world examples, and scaffolding. Bloom’s Taxonomy (2002) informed the cognitive framework for the curriculum. Upon completion a usability study was performed with fourteen (n = 14) first- and second-year medical students. The study involved three iterations of cognitive walk-throughs measuring learnability, efficiency and error rate, satisfaction and ability to prepare the student. The results of the usability study found evidence that the instructional module’s system usability scale rating was excellent. (Brooke, 1996). However, additional data found a low effectiveness rate of 50% and a problematic efficiency rate as measured by task completion and time. Modifications were informed by Nielsen’s (1994) severity rating for usability problems. Qualitative analysis provided interesting future modifications. The presentation will conclude by showcasing specific design modifications and discussing lessons learned about the value of conducting usability studies as part of the instructional design process.

Presenter(s)
Kris Hara
Kris Hara, University of Hawaiʻi at Mānoa, HI

Session Type
LTEC Session
Audience
All Audiences

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Working With Scholarly Sources: An information literacy unit learning assessment for first-year undergraduates at the University of Hawaii at Hilo and Hawaii Community College

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Session Description
First-year college students are often tasked with library activities to develop information literacy skills as a requirement of their freshman English composition course. In the traditional environment of one-shot library classroom demonstrations and text-heavy online tutorials, these activities can be dry, unengaging and ineffective for students. This study aimed to improve learning outcomes and participant satisfaction with a new unit on scholarly communication topics that employed a blended learning environment using a flipped-classroom instructional strategy.

Eight student participants from two University of Hawaii campuses completed this study and were compensated for their time. Students were asked to view unit content via a self-paced, online learning management system before attending an optional face-to-face workshop session. Online content was organized into three modules using multimedia learning objects presented in a timeline format for easy navigation. A pretest, posttest, and exit survey were administered to assess learning and satisfaction. Most students showed improved posttest scores and expressed satisfaction with unit design and the use of multimedia content although none participated in the workshop session. A focus on use of multimedia objects within online tutorial design tied directly to active learning in the classroom is recommended to other academic libraries seeking to improve engagement and skills retention among their lower undergraduate students.

Presenter(s)
Brian Bays
Brian Bays, University of Hawaii at Manoa, HI
Brian Bays is a master’s student in the Learning Design and Technology Program at the University of Hawaii at Manoa. After earning a master’s degree in library science from Indiana University in 1999, he has worked for the past twenty years for academic and public libraries. He currently serves as Head of Collection Development at the Edwin H. Mookini Library, a joint-use facility serving the University of Hawaii at Hilo and Hawaii Community College. His interests have taken him from library acquisitions to library instruction where he works with undergraduate students to develop information literacy skills.
Session Type
LTEC Session
Audience
All Audiences

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Learning Tech Ethics for the 21st Century

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Session Description
The 21st century is presenting educators and students with various technologies that offer opportunities for greater learner interaction and teaching impact. As exciting as these possibilities are, these learning technologies also bring up important ethical questions, such as student privacy, safety, security, digital citizenship, parental supervision, and tech addiction. This session will therefore address the vital need for secondary educators and school administrators (grades 6-12) to have easy and flexible access to an online professional development course, which can focus on addressing highly relevant ethical concerns encountered in the learning tech revolution of today.

Accordingly, this session will present a model for a learning tech ethics course that was developed for professional development on the TalentLMS platform. This presentation will ultimately seek to elucidate the ways in which this online course can provide secondary educators and administrators with pertinent ethical principles and ethical reasoning skills that aim to support cogent ethical decision-making when utilizing technology in classrooms and schools. Therefore, the course’s instructional goals, objectives, strategies, gamification elements, and assessments will be reviewed. In the end, this presentation will highlight the TalentLMS platform’s professional development capabilities, as well as highlight the ultimate goal of this asynchronous course, which is for participants to become confident and competent “learning tech ethicists” who will be able to immediately adapt and implement this course’s ethics lessons and understandings into their professional and personal practice.

Course URL: https://21stcenturytraining.talentlms.com/

Presenter(s)
Ginger Gruters
Ginger Gruters, University of Hawai’i at Mānoa, HI

Session Type
LTEC Session
Audience
All Audiences

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Faculty-librarian partnership in shifting to OER

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Session Description
This case study explored how one teaching faculty member, Ms. Day, developed a new course together with librarians who were running Open Educational Resource (OER) initiatives at a large public university. Three types of data were collected: interviews, observations of consultation meetings between Ms. Day and librarians, and documentation. In Ms. Day’s case, librarians not only helped her secure OERs, but also provide consultation on course design. They worked together mainly through an OER workshop facilitated by librarians, three face-to-face consultations, and consultations via email. By partnering with librarians to develop her new course with OERs, Ms. Day increased knowledge of OERs, increased odds of getting her new course approved, and improved competence in instructional design. She learned how to implement OER-enabled pedagogy in her class to create enriched and positive learning experience. Librarians provided a different way to look at the new course design and made constructive suggestions. However, there were three major tensions that hindered collaborations between them: time constraint, limited capacity, and technology issues. The finding suggests shifting to OERs could be a large process in which faculty-librarian partnerships were necessary and essential. The process helped faculty smoothly shift to OERs in their course and improve their teaching. The study would benefit the audience who are interested in shifting to OERs. The audience would learn where to find appropriate OERs for their course, how to implement OER-enabled pedagogy in their class, and how to effectively partner with librarians to incorporate OERs in their class.
Presenter(s)
Zhongrui Yao Yao
Zhongrui Yao Yao, Florida State University, CA
I am Zhongrui Yao who just successfully defended her dissertation on March 30, 2020. My research interest lies in social media, MOOCs, online learning, online community, and Open Educational Resources (OERs). I am passionate about teaching online. I have taught the same online course in two semester and had rewarding experience.
Vanessa Dennen
Vanessa Dennen, Florida State University, FL

Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Intersections between telehealth, telelearning, telesupervision and interprofessional practice: A SWOT analysis.

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Session Description
This presentation will offer a succinct and substantive analysis of the status of VoiP technologies to train and regulate the practice of students and working professionals in the health, rehabilitation, and educational sectors.

STRENGTHS: Telemedicine, more broadly referred to as “telehealth” is an expanding industry that will continue to experience rapid growth. The global telemedicine market is estimated to reach USD 113.1 billion by 2025 (Grand View Research, Inc,) with a Compound Annual Growth Rate (CAGR) of 18.50%. Evidence is building that telehealth increases access to specialists, minimizes consumers’ travel time and lost wages, and reduces emergency room visits and hospitalization rates. Telehealth offers flexible full-time or part-time employment without the need to commute.

WEAKNESSES: That some consider telehealth “experimental” is slowing the progression of reimbursement parity. Telehealth training paradigms are unevenly developing across universities, professional associations, and healthcare organizations. Though telehealth was initially regarded as an altruistic, alternative service delivery model that can connect experts with patients in underserved (e.g., rural) or inaccessible locations, many professionals, and even states, regard “out of state” telepractioners as unwanted competitive incursions into their geographic regions. Therefore, it is not surprising that, with the exception of some federal employees, state professional licensure remains a barrier to delivering services to a patient outside of one’s state. Obtaining and maintaining additional state licensure can be expensive and time-consuming. Because professions are differentially developing their telehealth capabilities (e.g., infrastructure, education, and national licensure compacts) coordinated team efforts are not yet routine. Moreover, most consumers are minimally informed about the potential of telehealth, and do not yet function as advocates.

OPPORTUNITIES: Rapid growth will require both the training of future healthcare and educational professionals and the retraining of current providers. This need will be manifested at both the pre-professional and professional levels and will include telehealth managers, health information and data management personnel, and providers of rehabilitation and other healthcare services. Universities will be able to use telesupervision to oversee student training in non-local facilities, thus potentially expanding the available clinical training slots and the size of student cohorts. Interprofessional healthcare and school-based teams (including family members) will be able to serve their clients in a more coordinated, expedient, and informed manner.

THREATS: Telehealth is emerging as a global market force wherein economic growth and rapidly evolving technologies have surpassed the development of policies and regulations. While global practice presents numerous opportunities, international practice is especially unregulated. Threats include the need to ensure privacy and security in an electronic environment, and to avoid destabilizing the current in-person workforce and training paradigms.

Presenter(s)
Ellen Cohn
Ellen Cohn, Health and Rehabilitation Sciences/University of Pittsburgh, PA
Ellen Cohn is professor in the University of Pittsburgh Department of Communication Science and Disorders and professor (adjunct) at the University of Maryland Global Campus. An ASHA Fellow, she teaches courses in cleft palate/craniofacial disorders, professional issues, culture, diversity and healthcare, and rhetoric and communication. Cohn has co-authored books on: telerehabilitation, communication science and disorders (a casebook), videofluoroscopy/cleft palate; diversity in higher education; and communication, and co-authored two programs at the University of Pittsburgh’s School of Law: a Certificate Program in Disability Law, and the first MSL with a Concentration in Disability Law. She is a member of numerous professional organizations, including American Speech-Language-Hearing Association, American Cleft Palate-Craniofacial Association, and American Telemedicine Association (past Board of Directors). She serves as the founding Editor of the International Journal of Telerehabilitation. Cohn is a past investigator for a Department of Education – National Institute on Disability and Rehabilitation Research, Rehabilitation Engineering Research Center on Telerehabilitation.
Session Type
20-Minute Session
Audience
Novice

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What does your profile photo tell your students about you?

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Session Description
In online courses, instructors play an important role in modeling the expected and accepted forms of being. They not only set the tone for themselves but also for the learners. They demonstrate what and how to post, the desired length and content of messages, the appropriate tone and writing style, and the use of emoticons and visuals. These elements all contribute to unfolding interaction, and also relate to developing impressions about one’s identity. In online courses, instructors communicate their identities through performative acts including but not limited to their names, titles, affiliations, the tone of the course syllabus, and writing styles (voice). One of the visual identifiers that appear next to one’s name also communicates aspects of identity: a profile photo. People communicate information about themselves through their choice of images and the identity markers within the image (e.g., what you wear, where you look, what you include in and exclude off the frame, who you are with, where you are, what is in the background and how you smile). Based on these identity markers, learners form impressions about the instructor that contribute to their course related-perceptions and expectations. This presentation draws upon findings of an ongoing study and addresses the components of online profile photos and how these components facilitate instructor presence and identity online. This session may provide instructors with useful insights about profile photos. Moreover, this session may also help instructors with constructing instructor presence and identity that they wish to color using their profile photos in an online course context.
Presenter(s)
Ömer Arslan
Ömer Arslan, Florida State University, FSU
Ömer Arslan is a second-year doctoral student in one of the leading graduate programs; Instructional Systems and Learning Technologies at Florida State University. His interest in online learning began when he was a master’s student in Turkey. He learned about socio-cultural dynamics manifested in learning environments. Currently, he engages in activities that contribute to his personal and professional development inclusive of enrolling in graduate courses, teaching EME2040 Introduction to Educational Technology, participating in research projects, and research group meetings. Ömer is local to Tallahassee, Florida for more than one year, and spends her spare time walking around the lakes, jumping rope, and listening to music.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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An Examination of Human Resources Professionals’ Perceptions about The Integration of E-learning in the Workplace

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Session Description
This qualitative study was developed to examine the current environments in which workplace learning and e-learning in the service industry in Hawaii is developed and executed and how the HR professionals perceived the workplace learning environments. For this purpose, through the three research questions based on the conceptual framework, this study helped to gain insights to the perceptions of the HR professionals about the integration of workplace learning and e-learning in the service industry in Hawaii. It appeared that at present, face-to-face workplace learning was still a common delivery method and appropriate for certain groups of employees. However, the participants saw changes in learning environments in the industry, workplace, and employees. From the interviews, it was found that there were more than a few challenges in the development and implementation of workplace learning in organizations regardless of the delivery mode. Overall, the qualitative data suggests that the participants lack the knowledge of learning theories, institutional design models, education technologies and pedagogical or andragogical theories, needed to develop and support learning and to understand the current e-learning industrial environment.
Presenter(s)
Ken Kiyohara
Ken Kiyohara, Hawaii Tokai International College, HI
Ken Kiyohara grew up in Japan. After having attended a high school in Ohio, USA, he went to the University of Iowa. Upon receiving his B.A. in Communication Studies and minor in Asian Studies, he then completed an M.A. degree in Teaching Japanese as a Second Language. He worked for Japanese and American companies in the mainland US where he experienced intercultural communicational issues in multinational organizations. These professional experiences prompted him to undertake and complete fully-employed management and business administration program at Pepperdine University. In Hawaii, he worked in the UH system in the areas of international education, continuing education and training, and online and face-to-face instructions. He is currently graduating from LETC’s PhD program at the University of Hawaiʻi at Mānoa in May and hopes to continue his area of research in the integration of technology in workforce development and continuing education.
Session Type
20-Minute Session
Audience
Novice, Intermediate

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Teaching Academic Success Strategies to Online and Distance Education Transfer Students

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Session Description
Undergraduate transfer students are those that transition from one institution of higher education to another before earning their bachelor’s degree. Transfer students are often non-traditional in terms of their age, race, veteran status, family, and employment status. They also see higher attrition rates in distance learning programs. This presentation will describe a Ph.D. (instructional systems & learning technologies) student’s efforts to teach and develop an online 1-credit course on academic success for online and distance learning transfer students that are struggling academically at a 4-year institution. This online course features both asynchronous and synchronous activities such as video-based lectures, teacher-student conferences, discussion boards, journal writing activities and more.
Presenter(s)
Dawn Adolfson
Dawn Adolfson, Florida State University, FL
Dawn Adolfson is a doctoral student at Florida State University studying instructional systems and learning technologies. Her research interests are in transfer student success, distance education, and transactional distance.
Session Type
20-Minute Session
Audience
Novice, Intermediate

A recording of this presentation is available.
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