Program Planning through a Visual Novel-style Game

Session Description
Program planning is an effective way to define, outline, and manage an organization’s events and evaluate their outcomes (Diaz, Gusto, & Diehl, 2018). Within the Student Life Office at the University of Hawaiʻi – West Oʻahu, students use Program Planning to promote events and conduct meetings for resources, activities, and outcomes. As part of an organization’s training, students must take the Program Planning training before they run an event. However, due to their busy schedules, some students are unable to attend the in-person training sessions. To overcome the limitations of in-person training, an online training was developed to ensure more students are able to participate. The new training was designed to promote student learning through game-based methods in the style of a visual novel.

A usability study was conducted to evaluate the online instruction created for the Student Life Office. The purpose of this study was to evaluate if the training was easy to use, simple to navigate, and resulted in user satisfaction. In total, eight (n = 8) students participated in the study. Data from the usability study suggests that participants are eager for the Program Planning training to be initiated.

This presentation will discuss study methods, evaluation instruments, and results. While creating the training was a feat in itself, the researcher found that testing how students react to the training was equally important. The feedback and criticism collected through different rounds of usability testing, helped the researcher refine the prototype. While it was determined that this training can be used with future students, the researcher suggests a learning assessment be conducted prior to circulating the training.

Presenter(s)
Mellissa Lochman
Mellissa Lochman, University of Hawaii at Manoa, HI
Mellissa Lochman was born and raised on the island of Molokai, Hawaiʻi. After 8 years in the Air Force, she returned home to Hawaiʻi to continue her education. Upon receiving her B.A. in Creative Media from the University of Hawaiʻi – West Oʻahu (UHWO) and working as a student employee, she decided to continue a career in education. She is currently a third-year LTEC masterʻs student who provides graphic art to the UHWO Student Life department and teaches students introductory graphic art skills as an online lecturer.
Session Type
LTEC Session
Audience
All Audiences

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(Re)Learning Waihoʻoluʻu: An Online Module on Hawaiian Color Theory

Session Description
Hawaiian color theory requires knowledge of Hawaiian language, culture, and history, and familiarity with the natural environment. Current education on Hawaiian concepts of color is obsolete, inconsistent, and centers on foreign perspectives, while resources are unavailable and/or inaccessible. These gaps are evident in the Hawaiian Studies Department at the University of Hawaiʻi at Mānoa. To address these deficiencies, an online module, (Re)Learning Waihoʻoluʻu, was designed and implemented. This module can be accessed at www.waihooluu.com.

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.

Presenter(s)
Kūʻiʻolani Cotchay
Kūʻiʻolani Cotchay, University of Hawaiʻi at Mānoa, HI
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.
Session Type
LTEC Session
Audience
All Audiences

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The Land of Fairy Tales: A Magical OSGrid Literary Educational Space

Session Description
Fairy tales provide an enriching and entertaining learning opportunity for people of all ages. Our team has created a virtual world to provide individuals with a creative possibility space to learn more about the fairy-tale genre, while also drawing from key terms from literature studies, English, and Language Arts. Through the use of the virtual reality application, Open Simulator, in this initial launch of the “Land of Fairy Tales,” visitors are able to walk through and learn about components of a specific fairy tale: Little Red Riding Hood (LRRH). Learners can walk through one of two paths (versions) of LRRH, one created for younger audiences (elementary and middle school) and the other created for older students (high school and college). The design of this world utilizes Gagne’s Nine Events of Instruction, along with the use of various instructional tools and assessments, to peak visitors’ curiosity, to get users immersed in the world, and have learners walk away with newfound knowledge at the end. Join us for our presentation of this unique virtual world and come away with a new and exciting way of immersing students in a new learning experience.
Presenter(s)
Jade Lum
Jade Lum, University of Hawaii at Manoa, HI
Jade Lum is a Ph.D. student and Graduate Assistant in English at the University of Hawaiʻi at Mānoa, where she also received her Master’s degree in English with a focus on literary studies. At the University of Hawaiʻi at Mānoa she teaches first-year writing composition, and has also taught an Introduction to Literature course with a focus on the fairy tale genre. Most recently, she published chapter work in the book Contemporary Fairy-Tale Magic: Subverting Gender and Genre. Her research interests include fairy tale studies, gender studies, adaptation studies, and visual and new media storytelling and rhetoric, particularly drawing from film and video game studies.
Jaymian Urashima
Jaymian Urashima, University of Hawaii at Manoa, HI
Jaymian (Jaymi) Urashima is currently a PhD student at the University of Hawaii at Manoa in the Learning Design and Technology (LTEC) department. She completed her BA and MA at the University of Hawaii at Manoa in the Communicology department. Jaymi currently works as an Instructor/Course Director in the Communicology department, where she teaches public speaking and a variety of communication-related courses.
Daniel Boulos
Daniel Boulos, University of Hawaii at Manoa, HI
Dan Boulos is a classically trained animator and story artist with screen credits including Beauty and the Beast (Walt Disney Feature Animation), Space Jam (Warner Brothers Feature Animation) and The Prince of Egypt (DreamWorks Feature Animation). After more than a decade in the feature film industry in Los Angeles Dan moved to Honolulu where he founded Wiki Wiki Cartoons. During his years in Hawaii he developed animation programs for the University of Hawaii Community College System as well UH Manoa, the 4-year research campus. Also, Dan was a founding member of the European Animation Masterclass (EAM) a project of the European Media Fund which trained professional animators from EU member states. Dan has a Masters degree in Education (M.Ed. 2010) from the University of Hawaii at Manoa and a BFA from Cal Arts Character Animation (1989). His writing has been published in academic journals in both education and computer graphics and he has presented at academic conferences in the US, Spain and Switzerland. Dan has taught courses in traditional hand drawn full-animation as well as 3D CG-animation and various digital 2D and hybrid techniques. He is an active artist and filmmaker while continuing his work in animation scholarship.
Session Type
LTEC Session
Audience
All Audiences

A recording of this presentation is available.
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Happy Hour! 😁☀️🍎☕️🍻

Session Description
Aloha! Join us at our virtual happy hour (no viruses allowed) in the Luau Lounge for an informal conversation to share your reflections, experiences, and challenges at TCC 2020@25. An opportunity to meet your conference staff. Bring along a virtual drink or potluck to share. We hope to meet you online.
Presenter(s)
Bert Kimura, Curtis Ho, Kitty Hino & the TCC Conference Staff
Session Type
45-Minute Interactive Session
Audience
All Audiences

Flipped consensus-building: An online, anonymous approach

Session Description
The speed of technological advancement and innovation has pushed higher education to innovate and redesign for efficiency. In order to make input equitable and maximize time spent in face-to-face meetings, one academic department experimented with a flipped approach to their meetings, utilizing an online, anonymous, consensus building process prior to the face-to-face meeting.

This presentation will share reflections from the two faculty members who designed the online activities. Online settings have been found to mediate the participation inequalities found in face-to-face meetings caused by the dominance of higher status and higher expertise group members (Dubrovsky, Kiesler, & Sethna, 1991). The advantages of using an anonymous, online consensus building process will be discussed. These include participants’ ability to “express facets of themselves without fear of disapproval and sanctions by those in their real-life social circle” (Bargh, McKenna, & Fitzsimons, 2002, p. 34), or not speaking up to avoid upsetting leaders or supervisors (Bryant & Cox, 2006).

The Delphi method that inspired the procedure will be briefly described, and the online tools used to facilitate the process will be shared. A summary of the results from the process will be provided. Findings indicate that consensus was achieved and inclusiveness experienced, but questions arose regarding efficiency and ongoing group communication. Opportunities and challenges with online tools and anonymity in groups will be discussed. An on-going prototype of this flipped meeting approach with on-going formative evaluation will also be briefly described. A discussion with session attendees will follow.

Presenter(s)
Ariana Eichelberger
Ariana Eichelberger, University of Hawaii at Manoa, HI
Dr. Ariana Eichelberger is an Associate Specialist and Instructional Designer in the College of Education. Eichelberger manages the Instructional Support Group of the College and coordinates the College’s faculty professional development program. As a faculty member of the Department of Learning Design and Technology, Eichelberger teaches graduate and undergraduate courses in instructional design and technology integration. She is also an instructional designer with the COE’s Distance Course Design and Consulting group (DCDC).
Meng-Fen Grace Lin
Meng-Fen Grace Lin, University of Hawaii at Manoa, HI
Dr. Meng-Fen Grace Lin is an Associate Professor in the Department of Learning Design and Technology (LTEC) in the College of Education at the University of Hawaii at Manoa. She teaches graduate-level courses on mobile learning, design thinking, and research and evaluation of LTEC. Her recent research interests center on applying design thinking, creativity, and problem-solving in real-world education contexts.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Active Learning: Getting Students to Work and Think in the Classroom

Session Description
This paper addresses the question of how to incorporate active learning into your curriculum and transform your classroom into an exciting, dynamic learning environment. The study involves building of websites in a business course in the Business and Information Systems Department at the Bronx Community College/City University of NY, New York. (1) Online discussion forum using Piazza to encourage effective collaboration; (2) course management online tool – Blackboard; (3) Starfish, a CUNY-wide online early alert and communication system to connect students with professors and advisors; (4) website project-based learning to increase student investment, motivation, and performance; & (5) online publishing will be discussed. At the end of the website project, feedback from students was collected to bring out the students’ opinion on the implementation of their projects to help develop their technical (HTML, CSS, & JavaScript) and writing skills. After the analyses of both the quantitative data and the feedback of the students it was found that the websites fulfilled most of the criteria for a good website.
Presenter(s)
Kwi Park-Kim
Kwi Park-Kim, Bronx Community College/The City University of New York (CUNY), NY
Kwi Park-Kim is Associate Professor of Business & Information Systems Department at
Bronx Community College/The City University of New York
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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5 Years with CBE: Lessons from a Runaway Pilot

Session Description
Technologies for Academic Success (LTEC 112) launched in Fall 2015 as a competency-based education (CBE) pilot project. Student demand for this fully asynchronous, online course has steadily increased. A design refresh is currently in progress. Dr. McKimmy, a regular instructor of this course discusses the assumptions made in designing this CBE course and contrasts them with his experience in delivering the course over five years.
Presenter(s)
Paul McKimmy
Paul McKimmy, University of Hawaii-Manoa, HI

Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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Do We Practice What We Preach? An Exploration of Wellness

Session Description
This presentation will focus on a recent study looking factors of wellness and burnout in counselor educators, comparing teaching settings. While the focus of the study was on those who teach counseling, the role of wellness and burnout in online educators is important to address.

In a world and profession that seems to demand more and more of ourselves, it can seem that these increasing pressures can leave us feeling a bit empty and run down. Keeping up with the fast pace of academia can lead to issues of self-esteem and self-confidence. Examining these factors can help us to understand how we can continue to do what we love, with confidence and keep up our self-esteem in order to avoid burnout.

It is vital to understand the contributing factors to create an environment that is more conducive to genuineness, confidence, and enhanced self-esteem. The factors that play into wellness and burnout might not be the same across settings in relation to teaching location, for example, online versus in-seat. Thus, it is important that we look at unique factors in each setting to enhance ourselves and our team as educators.

The goal of this presentation is to educate professionals of the factors that influence burnout and wellness, learn how to adjust our own work to lessen the impact of burnout factors and increase wellness, and how to not lose ourselves in the process.

Presenter(s)
Sarah Jarvie
Sarah Jarvie, Colorado Christian Univeristy, CO
Dr. Sarah Jarvie is an Assistant Professor at Colorado Christian University. She has been a full-time counselor educator since 2014. She has a background in community mental health and private practice with clients of all ages from children to adults. Dr. Jarvie enjoys infusing connection between clinical practice and the classroom. Her research interests include person-centered education, teaching applications to counseling, and counselor and counselor educator wellness.
Cara Metz
Cara Metz, Ashford University, CO
Dr. Cara Metz is an Assistant Professor at Ashford University. She has been a full-time counselor educators since 2013, and a licensed professional counseling since 2006. She mainly worked with adolescents and adults in her practice. Dr. Metz’s theoretical orientation is person-centered, which she uses both in professional practice and teaching. Her research interests include, person-centered education, online education, and wellness.
Session Type
20-Minute Session
Audience
All Audiences

A recording of this presentation is available.
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