Geographical, mapping skills are becoming nonessential with the increasing use of global positioning system (GPS) applications. Consequently, future generations might experience loss of geospatial, cognitive reasoning. The solution is to update the andragogy by which the instruction is delivered. Thus, three sequential, instructional modules were collectively designed to teach neo-cartographic creation via the use of a web-based mapping application.

The constructivism learning theory was applied, allowing students to build upon past and newly gained knowledge. Over seven days, 39 (n = 39) undergraduates completed a pre-instructional survey that gauged learning retained from elementary instruction. Next, they worked Part 2 to assess 1) comprehension of detailed instruction; 2) achievement of geospatial cognitivity, and 3) the experience of both Parts by way of neo-cartography instruction. Lastly, they completed a post-instructional survey to share feedback about the module.

Ninety-two percent (92%) reported never having used a mapping application to chart travel logistics but would choose to do so in the future. Furthermore, 87% replied that this instruction is necessary with one participant stating, “…because technology is not always a reliable resource.”, and that mapping fundamentals should not become obsolete for fear of propagating a geospatially ignorant population.

We need not relinquish traditional instruction to the conveniences of digital mapping applications. Rather, andragogical instruction of mapping fundamentals must change to incorporate contemporary, digital instructional tools.

The Learning Design and Technology (LTEC) program at the University of Hawaiʻi at Mānoa focuses on integrating and evaluating educational technology in various learning environments. With the increased application of online technologies, social media can be utilized as a professional tool to connect, network, and collaborate with peers, colleagues, and other professionals, especially within the professional world of learning design and development. Currently, the LTEC Department has yet to provide instruction and guidance for LTEC graduate students on why and how to use social media effectively for professional purposes.

Social Media Professional Development (https://ellepanda.wixsite.com/social-media-at-ltec) is an online module designed to address the importance and relevant application of social media within learning design-related fields. The purpose of this learning assessment is to evaluate the impact of the online module on the interest and willingness of LTEC graduate students to use social media as a professional development tool within and beyond the LTEC Department. The project was designed using Krathwohl’s Affective Domain Taxonomy and the Keller’s ARCS Model and tested through asynchronous retrospective surveys and one-on-one interviews. Results show a change in interest and willingness to utilize social media to connect, network, and collaborate with individuals within the LTEC department and professionals in learning design-related fields. Recommendations for further research include widening the target audience to include cross-departmental buy-in and observe Krathwohl’s higher order taxonomy levels through behavior change. This session will discuss the educational objectives, instructional strategies, design implementation, and the instructional models, results, implications of the learning assessment.

The purpose of this study was to increase the financial literacy of first-generation, low-income college students planning to attend higher education for the first time. Students in this demographic often need additional support to understand and navigate financial aid applications compared to students who come from more economically Privileged backgrounds. These students often enter college with minimal prior knowledge or support about financial aid. This is a concern because research suggests that lacking such information can lead to lower retention rates and declines in student performance.

To address this problem, the project designed and evaluated an online learning resource to promote financial aid literacy. The project followed the Addie model of instructional design and was created with Google Sites. In terms of evaluation, 15 (n = 15) current undergraduate or recent students participated in a usability study of the online learning resource. The usability testing involved X rounds and measured user satisfaction and value, as well as the resource’s overall ease-of-use.

In this presentation, I will discuss how the inclusion of motivational sayings could have a positive effect on student persistence and student engagement in in an online environment. Student persistence is a term which is widely use in academia and is a pervasive issue in higher education, online institutions and online courses. In an effort to increase student persistence educators have included interactive technologies in many of their courses. However, many of the students in the online environment are technologically challenged. They were not trained in software application or computer hardware. As a result, they have fewer job opportunities. These digitally challenged students or as they are called by Prensky (2001)“digital immigrants” enter the online environment as a means of improving their education and they do not have the necessary technological skills needed to transverse the online platform or the training needed to access the online course materials. Conversely, there are the “digital natives” who are proficient in technology and enjoy using advanced software applications and computer hardware. These students find it relatively simple to utilize the online environment and access the course materials (Edwards, 2017). Would introducing interactive technology combined with motivational interactive sayings increase or decrease student persistence, student engagement, and student satisfaction and bridge the digital divide for the students?

This paper reflects about the future of physical learning spaces emphasizing its potential in supporting educators during pandemic restrictions and beyond. Despite the budgetary and political pressures, there is a need to further develop learning infrastructure where physical space is its crucial component. Bringing an example of a recently finalized refurbishment of the Innovative Learning Hub space at Nazarbayev University, the author discusses the ways of its efficient usage despite the continuing lockdown.

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School closures in Hawai‘i in response to the COVID-19 pandemic led teachers to seek new ways to create learning opportunities with their students, rapidly transitioning their professional beliefs and practices via distance learning delivery methods and instructional directives from system leaders. In this phenomenology, there two guiding questions to understand critical shifts. First, in what ways have teachers’ beliefs and attitudes, including sense of efficacy, and routine professional practices changed during the COVID-19 response? And, second, what have been amplifying and dampening factors, e.g., teachers seeing themselves as a continuing part of their school community, isolated from others, or part of an expanded virtual community, that have affected teachers’ sense of efficacy and efficacious behaviors? Framed around Bandura’s conceptualization of efficacy and Mishra and Koehler’s (2007) technological pedagogical content knowledge framework, and structured by the teacher professional development model of the Curriculum Research & Development Group (CRDG, 2020), results from a survey to Hawaii public school teachers will be shared as well as themes from focus group interviews with 12 teachers.

Covid 19 changed not only the world, but also education. Most schools around the globe had to switch to home-based learning in a short amount of time. The researchers presenting investigated the experiences to the move online of educators via semi-structured interviews in two international secondary schools in South East Asia. The researchers used Kotter’s 8-Step Process for Leading Change and gathered data on processes that were either implemented or seemed important to educators for a swift move to home-based learning in the future. A main emphasis lies on the change in communication and collaboration for this move. Recommendations from the data collection will be discussed in this presentation. This presentation is based on research done for a Master’s thesis at TAMK university in Finland.