Po'okela Issue-September 2012

No. 63 October 2012

CONTENTS 1 Making Accommodations Work for You and Your Students 2 Counseling Workshops Facilitated by CAIT 2 New Tradition 3 Are your Students Cheating Online?

4 The Effects of Notes on a Precalculus Course 5 Eduard Merc promoted to Assistant Director, CAIT 5 Open Learning Networks (OLN) 8 Some great workshops are coming your way!

CENTER FOR THE ADVANCEMENT OF INNOVATIVE TEACHING STAFF Director, Instructional Innovation and Assessment Stephanie Schull, Ph.D. (808) 544-0264 • sschull@hpu.edu Other Staff: Eduard “Eddie” Merc Sanford “Sandy” Low Sandra Meyer Shawn Rodriguez Han Nee Chong Wester Ed.D. 1188 Fort Street Mall, Suite 440 Honolulu, HI 96813

The Po’okela newsletter is a bimonthly publication featuring articles of interest to faculty regarding pedagogy, scholarship, and service at Hawai‘i Pacific University.

Opinions in this newsletter are those of the authors. Articles are chosen for their power to encourage reflection and discussion and do not reflect endorsement by CAIT or Hawai‘i Pacific University.

“Po‘okela serves HPU faculty and an outside mailing list of readers interested in our work, with the intention to prompt community building and reflection on professional practice, and to encourage innovation in teaching.”

Hawai‘i Pacific University • Center for the Advancement of Innovative Teaching • http://www.hpu.edu/CAIT

Making Accommodations Work for You and Your Students

by Deneen Kawamoto If you were to ask someone what they knew about the law and how it affects individuals with disabilities in a college or university setting, you can rest assured that most people know that such a law exists. Although they may not be able to tell you the name of it, there is a general awareness that individuals with disabilities are protected from discrimination, and these individuals may receive reasonable accommodations.

3. Include a statement on your syllabus with contact information for the Disability Resources Office.

4. Know your campus resources and visit the HPU website so you can be a resource for your student about support services: • Disability Resources Office

http://www.hpu.edu/StudentServices/disability-resourcesThe law that I refer to is the Americans with office/index.html Disabilities Act, Amendments Act of 2008, Title III, • Counseling and Behavioral Health Services section 504. This is a federal law that states that colhttp://www.hpu.edu/Counseling_Behavioral_Health/ leges and universities must provide equal access for index.html people with disabilities in programs that receive federal financial assistance. Reasonable accommodations • The Center for Academic Success (CAS) are provided to these individuals so they are able to http://www.hpu.edu/StudentServices/CAS/Tutoring/ participate in mainstream activities according to their index.html abilities.

• Academic Advising Offices Under the ADA and section 504, a person is considhttp://www.hpu.edu/StudentServices/AcademicAdvising/ ered to have a disability if he or she has a physical or index.html mental impairment that substantially limits at least one Once the student has met with the coordinator a major life activity. In other words, if there is a barrier letter for accommodations is prepared for the student. to perform a basic activity for daily living as a result of The letter will include the student’s name, current a physical or mental impairment, then the individual semester, Disability Coordinator’s contact information, meets the definition of having a disability. Some examand a list of reasonable accommodations. Students are ples of an activity for daily living may include but are advised to present this letter in a confidential manner not limited to the following: self-care, walking, talking, to each instructor and review the accommodations reading, etc. together. It is during this initial meeting that quesIn the college and university setting, individuals must tions and/or concerns should be addressed in regard to self-disclose their disability and complete the intake meeting the requirements in the syllabus. process with the Disability Resources Coordinator. If The Americans with Disabilities Act, Amendments you suspect that your student may have a disability Act of 2008, Title III, section 504 is a law that proand plan to discuss your concerns, here are a few tips hibits discrimination and it requires colleges and to keep in mind: universities to provide reasonable accommodations.

1. Frame your questions around academic strengths As university employees, we all play a role in repand weaknesses. You should not assume someone resenting the university within our respective areas has a disability based solely on poor performance and responsibilities. Students with disabilities face in a class and you should not be asking disabilityunique challenges and the university is obliged to related questions. follow the law when it comes to offering them reason2. Establish a positive rapport with your student and be able accommodations. Our efforts to work with them approachable. If a student is struggling in your class in a supportive way can have a long lasting impact he/she may not know how to articulate the problem. on these students and their opportunities to succeed.

He/she may attempt to do the work and only after Let’s work collaboratively to offer the highest level of multiple failures may do one of the following: ask for service we can deliver for all of our students. help, drop the course, or fail the course.

Counseling Workshops Facilitated by CAIT

by Stephanie Schull, Ph.D. Dr. Kevin Bowman and Dr. Kathryn Berano of HPU’s Counseling and Behavioral Health Services offered a series of four workshops for faculty on Student Behavior Management in the Classroom at the downtown and Hawaii Loa campuses the week beginning September 10, 2012.

The workshops were well-received by the faculty who attended them and who praised the quality of the information shared

by Dr. Bowman and Dr. Berano at their respective workshops.

The workshops described a range of disruptive students, from social eccentrics to students having a psychotic breakdown. Dr. Bowman explained that the number of cases of students with emotional problems in college is nationally on the rise and that faculty can be an important resource in identifying students who need help.

Dr. Bowman walked the audience through the steps of handling such cases. The first step begins before the course starts with precourse preparation of writing a clear statement for one’s syllabus about expected conduct and civility. He encouraged instructors to also include a link to the Student Code of Conduct. He then went on to describe different ways to identify signs of distress, how to respond to a student acting out, the importance of documenting

the behavior, and the team of people across campus who can help instructors manage the cases, namely, the Dean of Students, the HPU head of security, and the Counseling and Behavioral Health Services staff. He indicated that they have several active cases currently being monitored and a member of the audience in the session I attended cited a case in which HPU administrators helped her address the problem. It is important that all of our instructors know that they are not alone when dealing with a disruptive student and that they can get guidance on how to handle it on their own or a team can be brought in to intervene.

I encourage all teachers to get a copy of “A Faculty/Staff Guide: Toward Enhancing Communication with Students and Helping the Emotionally Distressed Student” as it is the next best thing to attending one of their workshops. The guide is the finest text I have seen in offering concrete advice that can help a faculty member get through those difficult times with a disruptive student.

Have a safe and healthy semester!

Stephanie Schull, Ph.D. is director of the Center for the Advancement of Innovative Teaching (CAIT.)

New Tradition

by Pam Almeida, APRN-Rx, NNP-BC Fall 2012 brings a new tradition to the College of Nursing and Health Sciences but one that has been practiced by the military for years. The tradition of the "challenge coin" will start in fall 2012 as a way of recognizing military personnel, community members and health organizations that have gone above and beyond the call of duty to provide our students with an exceptional learning experience. They also may be given to visiting dignitaries as a commemorative memento of their time spent with CNHS faculty and students.

coin as well as other signals was believed to prevent spies from entering into a military meeting. Later commanding officers and units began giving out coins for special services rendered or special occasions (Acosta, 2005.)

The College of Nursing and Health Sciences has developed its own coin as a representation of our pride and it will carry the college’s motto of “Holomua Me Ka 'Oia'i'o,” which means “Go Forward with Truth.” and the reverse “For Going Above and Beyond the Call of Duty".

These coins are not for sale and will only be awarded continuing their uniqueness.

The "Challenge Coin" is known as a HPU's new Challenge Coin venerable tradition of carrying a special coin symbolizing a military unit’s identity and a feeling of pride, fellowship, and common loyalty shared by the members of the particular group. These coins are known to Pam Almeida is an assistant professor of nursing at Hawai‘i Pacific generations of American military personnel. They are known as a University. vital part of military life today and are revered by troops in every References branch of service (Challenge coin, n.d.).

Challenge coin. GlobalSecurity.org. Accessed 24 August 2012.

The history of the coin is estimated as far back as World War Retrieved from http://www.globalsecurity.org/military/intro/coin.htm I when it was used by US military personnel who were deployed to Nazi-held France. The coin was a way that the soldier could Acosta, Wil Cpl. (2005, March 4). History of the challenge coin. confirm his identity and unit. Each coin would be specific to the Marine Corps News. Retrieved from http://www.globalsecurity. type, date, and logo of each military unit. The presentation of this org/military/library/news/2005/03/mil-050304-usmc03.htm Hawai‘i Pacific University • Po’okela • 2

Are your Students Cheating Online?

Han Nee Chong Wester, Ed.D Technology has afforded both students and professors a lot of nifty tools to collaborate and learn. Yet, this same tool can be used to share and disseminate proprietary information (such as your tests and assignments) with the world over the internet. A common problem with online courses is cheating. Although academic cheating is not a new phenomenon, the use of technology has made it so much easier to share, copy, disseminate, and plagiarize all types of assessments, from quizzes, tests and exams, to papers and assignments. In fact, there are web sites on the internet that make it their business to help students ‘succeed’ in their online courses (sometimes, through dubious ways.)

What are some ways that students can cheat online?

First, students can get access to confidential course materials such as quizzes, tests, assignments and sample papers through platforms like Course Hero, which allows its members to upload and share course materials with their peers. It boasts “The Largest Collection of Study Documents Online” on its website: www. coursehero.com. To get membership to Course Hero, students can either pay a membership of $7.95 per month ($95.40 annually) OR, they can get rewarded with free access if they upload documents from previous courses to the site. For example, a 40-document upload will give a student one month of free access to other course materials on Course Hero. If a student uploads 400 documents to Course Hero, he/she can gain 12 months of free access to the site. Hence, students who have previously taken your course may be tempted to share resources that they have downloaded and saved (class notes, syllabus, quizzes, final exam questions, handouts, presentations, etc.) in exchange for access to course materials from other courses using this platform. Here’s a useful FAQ on what Course Hero is and what they offer: http://www.coursehero.com/faq.php Secondly, students can also pay another fellow student to answer a difficult question for them. Student of Fortune is a web site which prides itself as a marketplace for tutors and students who need help with homework assignments. How does it work?

First, students need to sign up for membership on the web site: www.studentoffortune.com; then, they can post questions related to assignments or quizzes that they are struggling with. Other students (tutors) will then pitch answers or solutions (known as a ‘tutorial’ on the web site) to the student who posted the question.

The student will get a preview of the answer, and decide if he/ she wants to buy the tutorial. Students who are good at certain subjects can also make money on this site as ‘tutors’ by selling their ‘tutorials’ to other students. Student of Fortune will take a commission off anything that a student sells on their web site (the commissions range from 18% to 40%). Here’s a link to their terms of use: http://studentoffortune.com/cgi/tou Perhaps the worst way of cheating is for students to pay someone to take the entire online course for them. One of the web sites that offer such services is www.wetakeyourclass.com. For a fee, students can pay ‘experts’ to take an entire online course for them, and the web site even offers a guarantee for an A or a B for all courses that they are paid to take. Evidently, the affordances of online teaching such as the ease of sharing information 24/7, engagement with students from across the globe regardless of

geographical restrictions, access to rich resources and information on the internet, and the ability to create online communities for collaborative learning, can be a double-edged sword.

While you may never be able to stop all cheating from happening, there are strategies you can adopt that will provide ethical, technological and social hurdles for potential cheaters. The best way to avoid cheating in your classroom is to apply best practices in teaching, like keeping course materials fresh, and asking questions that require application and critical thinking (rather than rote memory types of questions.) For example, if you are assigning essay topics, change them from one semester to the next, set a series of due dates for term papers and require students to submit outlines, drafts, and the final revised paper. It is much harder to ‘buy’ a paper and then have to create an outline and a rough draft prior to the submission of the final paper.

Also, explain to your students what cheating and plagiarizing means, and use the topic of plagiarism as a teaching moment to show them how to cite, summarize, and synthesize information from other works correctly. Finally, let them know that you have a strict policy on cheating. One professor shared that he once included the following statement in his course syllabi for a writing-intensive course: “Students copying websites and other works, without citing those sources, will fail the writing assignment with a grade of 0 (zero.) No points will be awarded to student work that is actually from someone else. Students who cheat, re-use other work, or copy any other student work during an exam will fail this course. I will go to my department chair and explain how you cheated… If you cheat on an exam in this class I will do everything I legally can to get you expelled from my class and this school– this is a promise.”

(Source: http://www.onteachingonline.com/2011/10/five-waysto-stop-online-cheating/) There are also free tools in Blackboard Learn that you can use to lower the chances of cheating. For example, you can limit the time and number of attempts to take an online test, password protects your tests, develop question sets (a database of test questions that give different questions to different students), and require students to work with each other on group projects using the collaborative group tools, which will keep a log of student activities.

You may also collect sample writing from students at the beginning of the semester and review their writing styles in discussion forums, blogs, and wikis to see if they are consistent with the writing styles in their assignments and tests. Click on this link to listen to a Blackboard recording on “Online Testing: How to Use Standard CMS Tools to Reduce Cheating.”

The Center for the Advancement of Innovative Teaching is interested to know what are your thoughts are on preventing cheating with online courses. If you have any thoughts or ideas to share, or if you would like to discuss and find out more about ways in which you can deter cheating, please feel free to e-mail us: CAIT@ hpu.edu Han Nee Chong Wester, Ed.D., is an Instructional Design Technology Specialist at CAIT. She also teaches Communication classes at HPU.

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The Effects of Notes on a Precalculus Course

by Tara Davis A recent New York Times article argues that algebra is such a hurdle for students in college that it should not be required.1 The mathematician in me had an understandably emotional reaction, with some choice words directed at the article’s author, but the educator in me wondered: how did we get to this place, and what can we do about it? I realized that the thesis of this Times article, that algebra is useless and too difficult to pass with a decent grade, is not about algebra specifically. This powerful statement describes most people’s reaction to mathematics generally.

However, this is not the fault of mathematics. This is the fault of mathematics education. Therefore, I disagree that we should stop teaching mathematics. Rather, we should reform our teaching so that this useful, ubiquitous and beautiful subject can reclaim the reputation it deserves.

Armed with the belief that the method of teaching can improve the experience, attitude and performance of college students, whether they are enrolled in algebra or algebraic topology, myself and Dr. Hung Lu, associate professor of mathematics, conducted an informal mathematics education research study during the Spring 2012 semester. My personal experience teaching consecutive courses, such as precalculus and calculus, suggests that students largely fail to retain material they are asked to memorize.

Moreover, in the real world, resources are always available. We believe, therefore, that some level of notes should be available to the students during testing. The question we studied was how many notes students should be allowed to bring to the test.

The design of the study was as follows. Professor Lu and I each taught one section of Math 1130, Precalculus I. We coordinated our syllabi as well as all of our lessons, homework, and tests. The only difference in the course design between the two sections was that one class was allowed to bring one handwritten page of notes with them to use on the test, while the other class was allowed to bring their entire notebook. We planned to compare the students test scores between the sections.

We conjectured that the students who were only allowed one page of notes would score better overall on tests. This was based on the idea that it would force them to spend time studying while they prepared their notes. We initially believed that the students who were allowed to bring their entire notebook to the test would fail to study and would not be able to use their notebook effectively during the limited class time.

The results that we obtained indicated a different conclusion than what we hypothesized. First, we were able to conclude that the ranks of the students differed to a statistically significant extent.2 That is to say, the students in the two classes scored differently on the tests. We found that the students who were allowed the use of their notebook scored better at all levels. However, the greatest difference was observed among students scoring in the lowest quarter of their respective class: those allowed to bring notes had scores 20 points higher than the students who were only allowed one page of notes.3 This tells us that the students at the greatest risk of failing were greatly aided by the use of their entire notebook.

While it may be obvious upon reflection that students with more resources will score better, this study gives us several things to think about. Do we actually want to admit an environment in mathematics classes where all students have a chance at passing?

How do these students do in subsequent math classes?4 Did these students actually understand the concepts, or were they simply copying from their notebooks? Does letting students bring their notes to class cause them to attend class more and take better notes in preparation for the test? Does allowing students to bring their notebook to class reduce their anxiety or improve their attitudes towards mathematics? In a way, this is frustrating because we introduced more questions than we answered.

We were able to obtain partial answers to some of the above questions by giving students surveys at the mid-term and end of the semester. The students in the class who were allowed their notebook unanimously agreed that the use of their notebooks reduced their anxiety. As one student put it, “(the notes) definitely bring down anxiety, and it does not make me feel that I’m learning nothing. Notes are good, but a person still needs to know math in order to do the test.” This comment is representative of those given by the whole class. Another student wrote, “The notes help me to understand the process behind everything so I don’t feel like I’m just “memorizing” to the test.” This student went on to say, “I really enjoyed this class—it has gotten me excited about math for the first time ever—so I’ll probably take more if I can.”

These students who were allowed to use their entire notebook self-reported that their anxiety, confidence, attitude towards math, and interest in mathematics improved from the beginning to the end of the semester, although the differences were not statistically significant. They also indicated that on average that they either agree or strongly agree that having their notes at the test decreased their test anxiety and improved their confidence, study habits, understanding of course content, and mathematical reading and writing skills.

I personally believe that as mathematics instructors we should move away from memorization and procedure, and move towards problem solving and conceptual understanding. The findings of this study: that the use of notes on the test improves scores, especially for the lowest quantile of students, speaks to a larger phenomenon. I believe that these findings would apply to a college algebra course or a calculus course as well. Perhaps by doing something as simple as allowing students to bring their notes to the test, we can start to reverse the low scores and bad attitudes that so many have come to accept of mathematics.

Tara Davis, Ph.D., is assistant professor of Mathematics at HPU. She can be reached at tdavis @hpu.edu.

1

http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebranecessary.html?pagewanted=all 2 Statistical analysis was done the Friedman test (p<0.01).

3 Statistical analysis was done with quantile regression (the 25th quantile had p<0.01).

4 We plan to collect and analyze this data as it becomes available

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Eduard Merc promoted to Assistant Director, CAIT Eduard “Eddie” Merc, who joined Hawai‘i Pacific University in 2008 as an Academic Systems Analyst for the College of Natural and Computational Sciences, has been promoted to assistant director at the Center for the Advancement of Innovative Teaching (CAIT.) Eddie has also worked as an Academic Information Analyst for the Office of Academic Affairs.

He worked on various project-based and collaborative tasks at the UH Manoa campus during the 2012 Teaching and Learning Conference, where he also presented his latest academic research about motivational and time management factors influencing active military students in online learning environments.

Eddie received his master’s degrees in Information Systems (MSIS) and Business Administration (MBA) from HPU. He is currently pursuing his Ph.D. in Education with an emphasis in Educational Technologies and Administration (ETEC) at the College of Education at University of Hawai’i-Manoa Campus, where he is in his third year of study. His research topics include Open Learning Networks (OLN), learning outcomes and assessments of military students in distance education, as well as learning management systems (LMS) and their influence on academic performance of online students.

He successfully presented his latest research paper in educational pedagogy of military students in the Journal of Educational and Vocational Research on December 2, 2011. The paper was titled, “Communities of Practice and Their Influence on Improved Academic Performance among Active-Service Military Personnel in Online Education”. The PDF version of the article can be found at http://tinyurl.com/emerc-research Eddie currently teaches business classes for the Military Campus Programs (MCP) at HPU in both face-to-face and online/ hybrid courses. In these classes, he utilizes his knowledge of SWOT analysis from his experience of running a small business venture in technology consulting for businesses across the Hawaiian Islands, as well as from his past experience as a Dell technology manager at various military bases in Hawaii.

Eddie is in the final stages of completing his professional certification for the 2011 Project Management Professional exam (PMP.)

He was also part of the team responsible for HPU’s website redesign.

Eddie writes, “It is a privilege to work for the Center for Advancement of Innovative Teaching (CAIT) at HPU. Developing such an important center at HPU for both faculty and staff, who heavily influence the long-term success of HPU’s students, has been a great opportunity for me to grow both professionally and personally. I am able to create effective instructional designs for Blackboard courses, conduct educational workshops, and work one on one with HPU’s faculty and staff members to support HPU’s mission of effective online learning for our students.

I am privileged to work with Dr. Stephanie Schull and my great CAIT co-workers in enhancing CAIT’s long term mission as a center for innovation in teaching, learning, and educational technology at HPU.” Some of Eddie’s main initiatives during his first year with CAIT have been: • CAIT’s web-site management • Introducing a CAIT blog site and knowledge base • Blackboard Community and End of Course Evaluations Projects and Student Assessments • Quality Matters (QM) Rubric Training • Blackboard Innovative Teaching Series (BITS) workshops

Open Learning Networks (OLN) On October 19th, 2012, Eddie Merc from the Center for the Advancement of Innovative Teaching (CAIT) conducted a workshop at HPU that focused on the main elements and characteristics of an emerging learning management system called an open learning network (OLN).

Open learning networks comprise two main elements: Learning management systems (LMS) inside universities’ secure environment and open (cloud-based) networks on the internet. The cloud-based networks are also known as personal learning networks (PLN) which enable students to share their learning content and interact with a variety of other learners inside the global internet audience.

Learning management systems have become widely popular

among universities in higher education in the United States. They offer rapid deployments of courses offered to students by linking them together via student information systems (SIS.) Although this is a positive feature of the LMS systems, there are also drawbacks of using such enclosed learning environments while dynamic learning and collaboration continue to happen outside of the walls of the LMS systems in the vibrant Web 2.0 environments. These dynamic learning networks allow students and faculty to interact in diverse relationships that greatly support characteristics of a networked learner of the 21st century (Mott and Willey, 2009.)

The findings of a 2003 research study conducted by the University of Wisconsin and Brigham Young University show that the majority of faculty members who use LMS systems for teaching use

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Open Learning Networks (OLN)

continued from page 6

systems such as Blackboard, Moodle or Sakai, as an administrative toolbox rather than a platform for dynamic teaching and learning.

The survey results from this study are presented in Table 1 below: Feature

Percentage of Faculty

Course Materials/Documents

85.9%

Gradebook

78.8%

Announcements

68.5%

E-mail

67.4%

Assessments/Quizzes

33.7%

Discussion Boards

15.0%

Virtual Classroom

1.2%

Table 1: Self-Reported Function Usage in Blackboard by BYU Faculty Members (2004-2009) (Morgan, 2009) It is clear that while current learning management systems offer significant improvements and efficiency in administrative tasks of managing various types of courses (web-enhanced, hybrid, online) in university settings, the “LMS Revolution” has yet to show measurable and consistent results in improved academic outcomes and student satisfaction with the overall learning process. Herrington, Reeves, and Oliver (2005) point out that “There is much evidence to suggest that universities and other educational institutions have failed to perceive the difference between educating learners and simply providing them with information and content in the LMS systems. Most institutions of higher education appear focused on . . . content coverage, course structure, and pre-existing time arrangements such as semesters and hours of credit than . . . issues such as learning and performance (365).”

The “Web 2.0 Revolution” has enabled both students and faculty members to create, modify, access, and collaborate with each other by composing blogs, wikis, publishing videos, sharing content on social networks, such as Facebook and Twitter, which can be further broadcasted to other multimedia sources via mp3 players, tablets, smartphones, and virtual worlds. These personal learning networks allow students to enlarge their own networked learning and offer them opportunities of achieving academic excellence outside of the limited LMS areas of learning growth.

Dede (2008) emphasizes the fact that the overall investment in instructional technologies must focus on an approach of instructional design that proactively evaluates the framework of the curriculum, student learning methods, and dynamic evaluation of course outcomes by selecting correct tools, technologies, and learning environments (59). He sums it up with this prognosis: “To progress, the field of instructional design must recognize that learning is a human activity quite diverse in its manifestations from person to person, and even from day to day. The emphasis can then shift to developing pedagogical media that provide many alternative ways of teaching, which learners select as they engage in their educational experiences (p. 59).”

The creation of a ‘bridge” between the existing LMS environments and personal learning networks of the 21st century allows higher education institutions to implement open learning networks, which provide opportunities for students to become ‘co-instructors’ and instructors to become ‘co-learners’ (Mott and Willey, 2009). Figure 2 provides a basic overview of open learning network:

Student learner networks are often created during the start of the semester, where they grow dramatically by interacting with other students and faculty while the semester progresses, until the dynamic learning abruptly stops at the end of the semester in the enclosed LMS environment. Figure 1 provides a graphical depiction of this trend:

Figure 2: An Open Learning Network

Figure 1: Growth of the Learner Network in a CMS Over Time

The benefits for students learning inside open learning networks are that there is a broader reach to a wider audience which allows the students to expand their own learner network growth as seen in Figure 3 below:

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Open Learning Networks (OLN) continued from page 6 of open learning networks in conjunction with the LMS can offer dramatic improvements in networked learning, increased collaboration, dynamic student assessments, and a persistent learning curve in today’s global and inter-connected society. As one faculty member described it: after thirty years of teaching and ‘covering the content,’ he has finally realized that he should have done his best to ‘uncover it’ with the proper use of innovative educational technologies in his classrooms.

Eddie Merc is assistant director at the Center for the Advancement of Innovative Teaching (CAIT.) References: Figure 3: Learner Network Growth Over Time: The CMS vs. the OLN Open learning networks can also be compared to another emerging initiative in today’s higher education, which is called the “E-framework for Education and Research” (http://www.eframework.org). The E-Framework for Education and Research provides research and information about proper ways of investing in educational technologies to enhance collaborative learning in today’s university settings. Its main ideas and initiatives go hand in hand with basic characteristics of open learning networks.

In conclusion, it is evident that the LMS environments are here to stay since they offer some positive characteristics of student learning and efficiency in administrative functions for the universities in higher education. On the other hand, the integration

Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt and G. Knezek, (Eds.), International Handbook of Information Technology in Primary and Secondary Education. New York: Springer.

Herrington, J., Reeves, T., and Oliver, R. (2005). Online learning as information delivery: Digital myopia. Journal of Interactive Learning Research, 16(4): 353-67.

Morgan, G. (2009). Faculty Use of Course Management Systems.

ECAR. Retrieved from http://net.educause.edu/ir/library/pdf/ ers0302/rs/ers0302w.pdf.

Mott, J, and Wiley, D. (2009). "Open for Learning: The CMS and the Open Learning Network," In Education - Exploring our connective educational landscape, 15, 2, (2009).

Hawai‘i Pacific University • Po’okela • 7

Some great workshops are coming your way!

Check our calendar at http://www.hpu.edu/CAIT/Workshops.html for a list of current workshops.

We keep adding more, so check back regularly.

Coming up in October!

Genie Joseph, creator of the Act Resilient Training Program which uses improvisational comedy, laughter therapy and emotional flexibility skills to restore resilience and optimism, will be doing a series of workshops at HPU on the following topics:

4) Lesson Plans & Learning Activities for Holistic, Active Learning In this workshop, we will cover the importance of lesson planning and the seven basic elements in an effective lesson plan. Faculty will work in collaboration to design hands-on lesson plans and design learning activities that promote holistic, active learning. This workshop is facilitated by Dr. Han Nee Chong Wester from the Center for the Advancement of Innovative Teaching (CAIT) and is scheduled for the following times (please select one):

1) The Trauma-Informed classroom Identifying stressors, identifying students under stress, and learning ways to reduce stress. This teaching techniques and course design elements are particularly good for veterans and family members of veterans, a the same time the course design techniques are universally good design principles that will help all your students.

Tuesday, October 9, 2012 Meader Library, 2nd floor – limit 20 persons 2:00 - 4:00 p.m.

To register for this workshop, click this link.

Wednesday Oct 10, 2012, 8:35 -10:35 a.m.

Frear Center, Downtown Campus FC102A To register for this session, please click this link.

2) Stress-Management and Interpersonal Communication: a workshop for faculty managing a demanding schedule.

Thursday, October 11, 2012 Hawaii Loa Campus, AC308 10:00 a.m. to Noon To register for this workshop, click this link.

5) Editing Digital Audio Using Audacity Learn to edit digital audio using Audacity, which is a free and easy to use open source software. This workshop will be one hour long with a lot of hands on time.

Your class is a community: Creating increased participation, interaction and engagement that will propel your students to meet the goals you have for your course.

This presentation is scheduled for: Monday, October 15, 2012, 8:35 - 10:35 a.m.

Frear Center, Downtown Campus FC105 To register for this session, please click this link.

Wednesday, October 17, 2012, 9:40 - 10:35 a.m.

AC308 (Hawaii Loa Campus) To register for this session, please click this link.

6) Editing Digital Video Using Windows Movie Maker Learn to edit digital video using Windows Movie Maker, which is an easy-to-use open source software. This session will be one hour long with a lot of hands on time. This presentation is scheduled for the following dates (please choose one):

3) Your class is a community: Creating increased participation, interaction and engagement that will propel your students to meet the goals you have for your course.

Wednesday, October 24, 10:45 - 11:40 a.m.

AC308 (HL campus) To register for this session, please click this link.

No. 62 August 2012

When the classroom community is functioning at a high level, with full engagement, everyone benefits -- especially the teacher! Setting the tone early in the semester for interactive instead of passive learning, can help students invest more in the academic experience. This two-way flow creates a positive feedback loop between teachers and students that leads to new ideas, deeper thinking, and creative solutions.

Creating increased participation, interaction and engagement will propel your students to meet the goals you have for your course.

Monday, October 22, 2012, 8:35 - 9:30 a.m.

FC112 (Frear Center) To register for this session, please click this link.

CONTENTS 1 Curating and Creating a Classroom Museum for Teaching and Learning in Higher Education 3 First Day Tips 3 CAIT Welcomes: Shawn Rodriguez 4 HPU’s Teacher of the Year 2012 Richard Ward, Ed.D. 5 Blackboard World 2012 Conference CENTER FOR THE ADVANCEMENT OF INNOVATIVE TEACHING STAFF Director, Instructional Innovation and Assessment Stephanie Schull, Ph.D. (808) 544-0264 • sschull@hpu.edu Other Staff: Sanford “Sandy” Low Eduard “Eddie” Merc Sandra Meyer Shawn Rodriguez Han Nee Chong Wester 1188 Fort Street Mall, Suite 440 Honolulu, HI 96813

This presentation is scheduled for: Friday Oct 19, 2012, 10:45am - 12:45pm Frear Center, Downtown Campus FC106 To register for this session, please click this link.

The Po’okela newsletter is a bimonthly publication featuring articles of interest to faculty regarding pedagogy, scholarship, and service at Hawai‘i Pacific University.

Opinions in this newsletter are those of the authors. Articles are chosen for their power to encourage reflection and discussion and do not reflect endorsement by CAIT or Hawai‘i Pacific University.

“Po‘okela serves HPU faculty and an outside mailing list of readers interested in our work, with the intention to prompt community building and reflection on professional practice, and to encourage innovation in teaching.”

We would like to hear from you!

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Hawai‘i Pacific University • Center for the Advancement of Innovative Teaching • http://www.hpu.edu/CAIT We hope you’ve had a great summer! If you are new to the HPU community, welcome aboard! We at the Center for the Advancement of Innovative Teaching (CAIT for short) would like to extend a personal invitation to you to acquaint yourselves with who we are and what we do. We are a center that links people, projects, and technology in the pursuit of innovative ways to enhance lifelong learning for our students and our community. In pursuit of this mission, we offer presentations, trainings, workshops, individual consultations, and project management resources.

We are eager to collaborate with you and support your teaching and learning at Hawai‘i Pacific University.

Visit our web site http://www.hpu.edu/CAIT to browse our Knowledge Base, blog and Facebook pages. You can also view and sign up for fall workshops via the calendar on the home page of our web site.

As we head into the new school year, we invite you to familiarize yourselves with the university’s culture and organization at our Orientation Checklist.

We welcome your comments and ideas. Write us at CAIT@hpu.edu or come by MP440 for a visit. We are located behind the Faculty Support Center on the 4th floor.

Curating and Creating a Classroom Museum for Teaching and Learning in Higher Education Reflections on My Experience at Punahou Lab School (July 2 to 13, 2012)

by Hazel Downing, Ed.D. Teaching and learning has evolved in higher education through war, socio-economic changes, legislation as well as traditional technology.

Contemporarily, a global rise in online educational resources and tools demands for adaptation of educational methods using multiple skills congruent with the 21st century student. In addition, meeting cognitive or behavior-related student learning outcomes is a challenge with the rising diversity among learners. Required textbooks and limited resources for applicable content may not meet individual learning needs based on interest or learning style.

Emergence of online content on almost everything in the academic world is rising exponentially. An opportunity for students to explore, collect, use, and share relevant course content available from trusted online resources can be more effective if educators provide the necessary encouragement and guidance to students to meet their individual learning needs.

Curation in education is somewhat like going to a beach and searching through the sand for a collection of unique quality treasures using tools or approaches that work best for an individual. The

sun can get too hot, making the search a tedious process for a beginner. After sifting through the sand, one keeps what is personally valuable, ensuring it is contextual as well. Showcasing acquired treasures with others based on mutual interests’ permits collaboration and meaningful relationships.

To ensure current value, the process of going back to the beach for new treasures is ongoing.

The two-week sessions at Punahou Lab School highlighted the availability of endless possibilities in technology for interactive teaching and individualized learning using a personal learning museum.

Jose Gigante, a Punahou faculty member, and Heidi McGivern, a faculty member at Maryknoll High School, facilitated a cohort on Curation in the Classroom. Besides introducing the concept of the classroom as a learning museum, these educators and the cohort were phenomenal in their discussions on the curation process. Gigante and McGivern effectively differentiated curation from basic collection. Curation includes continual filtering, organizing, analyzing, and sharing relevant educational content collected from across the globe.

Gigante emphasized the personal aspect of curation

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IfI you have original quotes or anecdotes that you would like to share with other faculty about your w tteaching experiences here at HPU, please send them tto CAIT@hpu.edu along with your name, your title, aand your permission to publish them in the Po’okela.