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TCC Happy Hour – Day 1

Session Date/Time
Tuesday, April 22, 2014 – 12:00 HST
Audience
All Audiences
Session Description
Join the TCC Conference coordinators and staff to share your views about this event, talk story, and suggest how your conference experience may be improved.

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Connectivism as a Learning Theory for the Digital Age Copy

Session Date/Time
Wednesday, April 23, 2014 – 17:00 HST
Audience
All Audiences
Presenter(s)
Ginger Harper
Bio coming soon!
Betsy Duke
Bio coming soon!
Mark Johnston
Mark_Johnston_64Mark Johnston has worked in education for over 15 years. He earned his Bachelor of Science in Chemistry and was ABD in Chemistry before changing his career path to mathematics education. After earning a Master of Science in Mathematics Education and Master of Science in Educational Leadership, he taught at the secondary and post secondary levels. Mark join Kaplan in 2004. He has been a course lead and subject matter expert for various courses through his tenure at Kaplan University.

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Integrating Web 2.0 and Mobile Technologies to Promote Accessbility and Universal Design for Learning in a STEM Course: Lessons Learned

Session Date/Time
Tuesday, April 22, 2014 – 15:00 HST
Audience
Novice
Session Description
This presentation will outline the lessons learned and formative evaluation findings from a technology integration effort in a STEM class in a large Pacific university. The STEM class is co-taught by five instructors with expertise in mathematics, science, art, special education, and educational technology. The activity that will be discussed in this presentation is an eight-week moon investigation lesson that has been designed to provide students with the opportunity to engage in realistic and meaningful scientific inquiry. The activity is being piloted and evaluated in Spring 2014. Research-based strategies of effective practice for culturally and linguistically diverse students are being integrated into the course, and technology integration is being modeled explicitly and implicitly through online and in-class examples.

For the moon investigation activity, students are building their own websites, contributing to blogs, and using iPad Minis to collect and digitize data over the course of the activity. The multimedia artifacts they create over the course of the assignment will be used to create a final multimedia report as a representation of their learning. Using a constructivist framework, the activity requires that students perform observations of the moon, think critically about the observations they are making, reflect on what they are learning, and share their learning with others. Building on this, students receive direct instruction on how they can use similar processes and procedures to explore complex scientific concepts with elementary school students.

Presenter(s)
  • Matthew Schmidt, University of Hawaii at Manoa, Honolulu, USA
  • Lori Fulton, University of Hawaii at Manoa, Honolulu, USA

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From Paper to Pixels: A Usability Study of a Tsunami Safety E-Booklet

Session Date/Time
Tuesday, April 22, 2014 – 17:00 HST
Audience
All Audiences
Session Description
More people have died in Hawai‘i from tsunamis than from hurricanes, floods, and volcanoes combined, making it our State’s most deadly natural hazard. For tsunami education to be effective, especially in younger audiences, learners must be engaged through multiple modalities. To help meet this need, a paper-based tsunami safety booklet has been modernized to an e-booklet format. Using a turtle superhero as a guide, the Hawaii tsunami safety e-booklet helps educate 3rd through 5th grade students about tsunami hazards, preparedness, evacuation, warning, and risk. A research study was designed to evaluate the content, effectiveness, and user satisfaction of the interactive e-booklet through iterative usability testing. The two rounds of testing were conducted synchronously through Google Hangout where participants “thought outloud” as they explored the e-booklet content. Additional feedback was captured asynchronously through a survey link on each page of the e-booklet. A post-study captured additional attitudinal data. Changes were made to portions of the e-booklet focusing on the participants’ recommendations to include immediate audio and visual feedback, increased control over multimedia, personalization, and gamification. Feedback from the second round of usability testing indicate that improvements made to the e-booklet augmented the overall user experience.
Presenter(s)
  • Leon Geschwind, University of Hawaii at Manoa, Honoolulu, HI, USA

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Using Websites to Learn Security Operation Procedures

Session Date/Time
Thursday, April 24, 2014 – 17:30 HST
Audience
All Audiences
Session Description
Security officers used a website module to learn and get a better understanding of a series of important task that must be done while on duty. Participants took a Pre-test to gauge their understanding of standard operation procedures before going through the module. After completing the module they took a Post-test and answered questions pertaining to the design and helpfulness of the module.
Presenter(s)
  • Kellen Rey, University of Hawaii at Manoa, Honolulu, Hawaii, USA

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Nā Iʻa Kapu: A Pre-Visit Online Lesson for Hanauma Bay

Session Date/Time
Tuesday, April 22, 2014 – 18:30 HST
Audience
All Audiences
Session Description
Natural areas like Hanauma Bay provide a captivating setting for place-based and culture-based science lessons. When students visit Hanauma Bay, they have limited time to learn about the bay during their visit. To enhance the field experiences of students, an online pre-fieldtrip lesson was developed for teachers to use to prepare their 3rd-5th grade students for a Hanauma Bay field visit. The lesson was designed to teach concepts of Hawaiian kapu (prohibitions or laws) as they relate to conservation and to Hawaiian reef fish biology. The lesson was developed using learning standards for the relevant grade levels and the ADDIE method of instructional design. 3rd-5th grade teachers and informal educators who have used Hanauma Bay as an educational site evaluated the instructional design via an anonymous online survey. Responses were received from 12 participants. Descriptive statistics were used to examine the responses and themes were derived from open-ended comments. Results indicated teachers perceived the lesson was engaging, aligned with class learning objectives, grade level appropriate, and would help to prepare students for a visit to Hanauma Bay. The teachers particularly valued the integration of science and Hawaiian culture and the connections made between kapu and fish life cycles.
Presenter(s)
  • Anne Rosa, University of Hawaiʻi at Mānoa, Honolulu, Hawaiʻi, USA

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eBook Creation: Enhancing Literacy

Session Date/Time
Tuesday, April 22, 2014 – 17:00 HST
Audience
All Audiences
Session Description
Teachers are being pushed to integrate technology across all subject areas, including reading, writing, speaking, and listening. Using eBook creation is one way to both use technology and address literacy skills. A web-based instructional module was developed to improve teacher knowledge on how to create eBooks, and increase motivation to use eBooks. The purpose of this study was to evaluate the effectiveness of the module and its influence on motivation to incorporate eBooks in teaching. Fifteen current or former elementary (K-6) teachers were asked to participate in the study. Ten completed the study. Participants completed the module as well as online demographic, pre-attitudinal, and post-attitudinal surveys. These were analyzed using descriptive statistics and summarizing open-ended questions. Pre-survey findings indicated that one teacher had previously used eBooks and half had moderate to considerable interest, whereas the other half reported little to some interest. Two-thirds felt students would be moderately to extremely motivated by using eBooks. Post-survey findings showed that half of the participants were likely to use eBook creation in their classrooms. Eight participants felt students would be very-to-extremely motivated.
Presenter(s)
  • Antonina Monkoski-Takamure, University of Hawaii at Manoa, Honolulu, HI, USA

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Online Student Orientation For Military Students

Session Date/Time
Wednesday, April 23, 2014 – 17:00 HST
Audience
All Audiences
Session Description
My student presentation title is “Online Student Orientation for Military Students”. The presentation will feature an online mini-course environment as a university-level class with multiple modules that will feature interactive modules to fully engage users in terms of information sharing, hands on exercises, and formative assessments.
The course’s main focus will primarily be on online military students, who are currently deployed overseas, and who would like to start their online degree program at an accredited university while serving the country. This will be an invaluable resource for the military students that will effectively prepare them to be effective online learners and collaborators with other students and faculty members in terms of learner preparedness to master future online degree courses.
This online military student orientation will help prospective military/non-military learners to become successful students in distance education as well as reach their academic goals by guiding them throughout orientation modules inside the interactive web-based format. They will learn:

  • How online learning works and how to enroll in and access distance education courses
  • What academic strategies can help you succeed as an online student
  • What educational technologies to utilize for effective online collaboration and engagement with your peers and faculty members
  • Why self-motivation, time management, and personal discipline are required components of successful online learners
  • How you can embrace the nuances of the university environment and use available tools and resources to have successful college career at our institution
Presenter(s)
  • Eduard Merc, Univeristy of Hawaii at Manoa, Honolulu, Hawai’i, USA

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Bringing Web-based Tools into the Classroom: A Workshop on the Online Student Response System “Socrative”

Session Date/Time
Thursday, April 24, 2014 – 15:00 HST
Audience
All Audiences
Session Description
This session will show participants how to use a free online student response system (Socrative) in a variety of fun and interactive ways. This academic year I have used Socrative in my EFL (English as a foreign language) writing classes for things like quizzes and off-the-cuff comprehension checks, brainstorming and checking answers to textbook-based tasks. The settings in Socrative allow the teacher to control the pace of the activities or let the students work at their own pace, and there is even a race setting that adds a game-like element. Participants will use both and think about the kinds of activities that would be best for each setting. By the end of the workshop participants will know how to use Socrative for a range of activities. In this workshop participants will be asked to log into Socrative and do some activities to see both sides of this tool – the teacher’s side through my screen and the student’s side through theirs. Participants do not need to download anything or sign up for an account and their answers will not identify them. All that is needed to participate in this workshop is a computer or a smart phone. Although this workshop is aimed at those who have not used Socrative before, it may also be useful for those who are looking for new ways to use it.
Presenter(s)
  • Louise Ohashi, Charles Sturt University, New South Wales, Australia

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Open Education: A Revolution of Resources and Community

Session Date/Time
Tuesday, April 22, 2014 – 10:30 HST
Audience
All Audiences
Session Description
Open educational resources and supportive communities offer the perfect environment for open education. The revolution to open education from traditional classroom resources and teaching methods advances our understanding of the educational process and helps us progress to higher levels of thinking. Through an exploratory network analysis, the study examines educator and student needs while recognizing the required curriculum aspect of the course. Highlighting available resources and communities for open education with respect to communication between educators and students, delivery of curriculum to students, and instructional design that integrates open resources drives the main research for this study. The objective of the research entails discovering resources and communities that support open education and connect students to the curriculum through educators.
Presenter(s)
Jason Murray, Cornwall-Lebanon School District, Lebanon, PA, USA
Jason MurrayAs the District Technology Coordinator for Cornwall-Lebanon School District, I promote the integration of technology within curriculums to enhance student learning opportunities. Web 2.0 tools, cloud computing, and open source ideals create a new dynamic journey for education. The culture shift of technological transformations within the classroom offers a vibrant future for education.

My Master of Science through Philadelphia University in Instructional Technology laid my foundation to understanding instructional design, educational technology, and online learning. My Doctorate of Computer Science through Colorado Technical University focusing in Emerging Media adds to my experience in open source, cloud computing, futuring, and innovation.

As the Technology Coordinator, I supervise the organization of the district’s enterprise solutions. Our Technology Services offer innovative, customized solutions to provide our staff with the essentials they need to complete their objectives. We incorporate futuristic concepts within our network engineering, virtual professional development, collaborative communication, and all other aspects of the district.

My current aspirations include researching open source software project performance in sourceforge.net; creating dynamic content in virtual worlds (Second Life & multiple OpenSim worlds); exploring cloud computing; investigating cyber awareness & security; developing blended, hybrid, & virtual learning environments; and developing mobile apps.

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