Teachers are very much needed in the islands of the Federated States of Micronesia and the College of Micronesia-FSM is a junior college where students begin their education at especially where they study the field of education in order for them to become successful teachers in the future. This project will also be focusing on the students where they will be trained in the field of elementary education where they will be introduced to education terminology, lesson planning, history of education, classroom management observations, curriculum standards, and principles of assessment. These students are expected to learn these important things during their second-year degree program first in order to proceed on to the third and fourth year courses level as well. These Education major students will be learning different education terminologies that will help them use the basic terminologies for their projects throughout their studies in Education. These students will also be trained to create lesson plans where they will be creating lesson objectives using the FSM curriculum book. The goal of this project is to be able to gain more students to graduate with a degree in Education and be able to teach at the elementary schools of the Federated States of Micronesia.

Ever since the beginning of the Covid 19 pandemic, some schools have had to switch to distance learning. Distance learning has become the new norm from the comfort of our homes or residential areas while considering social distancing. Distance learning via the use of technological tools creates a new pathway for learning. Some courses may have a smooth transition from in-person sessions to remote learning, however, courses with laboratory components come with both benefits and challenges. Fortunately, with the availability of the internet and computer, learners will be able to complete course experiments in real time. This course provides an introduction on how to use technology to deliver course laboratory components virtually. Learners take the course as an elective, therefore, most of them are actually willing to develop skills and knowledge necessary to provide remote-access to simulation-based labs in various disciplines of science.

Social Studies standards for Grade 4 students are centered around Hawaiian History. Students spend the year learning and connecting with their ʻāina (land) and deepening their cultural experience through field trip visits. . Field trips were put on halt as schools transitioned into online learning. In response to COVID 19 school closures, teachers had to seek new ways to create learning opportunities with their students through online learning. This was very challenging as there are very limited resources currently available on Hawaiian culture based content. There is a need to increase access to these types of resources for students in Hawai’i.

Life in Early Hawaii is a 1-credit online course designed to provide students with a resource to learn more about Hawaiian history. . The purpose is to educate students about how the islands they lived in were formed and the legends connected to it, migration and voyaging, and early life in Hawaii. This session will discuss the design and development of the course covering details such as learning objectives, technology and activities, and the overall development process used to create this online course.

Much of the K-12 curricula for English Language Learners (ELLs) in the USA has been developed by educators whose foreign language experience draws from studying languages that share similarities to English, such as French, Spanish and German. This background lends to favoring instruction of grammar over vocabulary because learners of related languages are able to benefit from the many cognates across those languages. This neglect of explicit instruction of vocabulary in school curricula is problematic for Hawai‘i because it does not reflect the needs of the population; only 1 of the top 10 languages spoken by ELLs in K-12 schools is a European language.

In an effort to correct this, a fully online professional development course has been designed for practicing K-12 teachers who are enrolled in the TESOL certification program at Kapi‘olani Community College using the LMS, Laulima, and featuring the use of well-organized and visually stimulating Lessons pages with integrated web tools and videos. During the course, teachers review methods and research on developing academic vocabulary through sheltered instruction, collaborate and engage in feedback with peers, and compile a teaching strategies portfolio that contains lesson plans, activities, and materials for developing vocabulary skills in K-12 classroom settings. This session will discuss the goals and strategies for developing this course as well as the implementation.

Engagement and motivation to learn computer networking concepts are challenging as many students find the subject too technical, boring, and abstract (Chang, 2004; Sarkar, 2006). It is against this background that the IS280, Introduction to Networking, a second-year sixteen-week online course has been designed. The course aims to prepare students for an academic or entry-level career as internetworking professionals. It has been revised to include principles of UDL, the apprenticeship model, and micro-learning amongst others as part of the mini-project for LTEC 632 with the goal of assuring threshold learning outcomes (TLOs) (Rountree, J., Robins, et al., 2013). The TLOs as a quality and regulatory framework emphasize minimum discipline knowledge, professional capabilities, and values expected from a specific level of the program relevant to a specified discipline. Students enrolled in this course will receive hands-on experience and gain an understanding of how network protocols work to achieve data communication. They will learn how to build, configure, and troubleshoot simple computer networks. The course has six learning outcomes and is assessed through laboratory practical, tutorial, and class-based tests via Schoology as the institution adopted Learning Management System (LMS). Care has been taken to align lecture notes and related materials and tools to both UDL and accreditation standards and made available both synchronous and asynchronous for ease of access.

Schools spend an excessive amount of time and resources on conflicts in schools. Understanding cross-cultural conflict and how it affects Polynesian children in public schools has not been tapped into. Due to the colonial powers or dominant societies that impose rules in Native Hawaiian (Polynesian) communities through education, conflicts arise at an expected higher rate than other races due to cultural barriers. Conflict creates an unhealthy environment for learning, and many Polynesian students have harsher consequences than their peers. However, faculty and communities have a rising awareness of conflict related issues that are great concerns due to increased violence.

There are several identifiable reasons to incorporate culture into schools; peer mediation helps equip academics pursuing Polynesian with a voice. Online peer mediation will allow me to teach basic mediation skills to Polynesian students, so they can develop (on their campus) a group that caters to their specific needs as Polynesian students. My purpose is to highlight the way in which Polynesians mediate, provide a space where they can learn from each other, and cross their perceived boundaries of others. Feeling comfortable and valued through conflict resolution and mediation skills is the objective; however, students and communities do better when the walls of misunderstanding are scaled.

There are a lot of opportunities for the University of Hawaii at Manoa students to study abroad in Japan as exchange students. However, they will face many cultural differences when studying abroad and communicating with local people, such as homestay families.

Understanding culture will learn the context that allow us to give the correct meaning to each new vocabulary or phrase we learn in the class. There are many expectations and rules in Japanese culture. It will be significant issues such as misunderstanding cultural differences and their diverse identities if learners do not know and understand them.

This mini-online course will be designed to address the culture shock that international and U.S. university students might be experienced when they study abroad in Japan. The purpose will learn common and unspoken rules that students need to know when they live in Japan and join the Japanese community. The goals of this course are to distinguish the cultural differences, accept and respect them and demonstrate their comprehension at the end of this course.

This session will discuss the instructional goals, objectives, and assessment strategies through modules. It will also share how technologies and various interactive activities will be used to promote students' abilities in a comfortable learning environment.

3D printing is a technology with the potential to revolutionize the way humans (re)create. From the smallest parts on a child’s toy to the largest building, 3D printing has changed and continues to disrupt the supply chain as we know it. While many community members on O'ahu are interested in this new technology as has been confirmed by the popularity of in-person 3D printing introduction courses, very few learners bridge the gap from initial introduction to actually printing for themselves. Lack of comprehensive instruction, continued support, and fear of damaging expensive machinery have all been cited as barriers. Therefore, this asynchronous online course was created to bridge the gap between those who are interested but unsure of themselves and a world of problem solving and De.I.Y. (Design It Yourself) creativity.

"3D Printing 102: Introduction to DeIY" is a 6 module, fully online, asynchronous course designed to be used in tandem with real 3D printers and guide adult community learners through the hands-on Designing (& Printing) It Yourself process using 3D imaging software. This session will discuss the instructional goals, design process, challenges, and solutions gleaned from course development, implementation, and iteration. Findings will be especially relevant for instructors of non-traditional students, STEM educators looking for real-life applications, and anyone who wants to help learners become better creative problem solvers in the 21st century.

On average 1 in 3 first-time students do not continue on after their first year citing reasons such as lack of sense of belonging to academic preparedness. Moreover, students enrolled in online learning have 10% to 20% higher retention and persistence failure rates when compared to face-to-face. As universities transition towards an increasingly online environment, first-time students to college are doubly-faced with navigating the terrain of higher education in an online environment which impacts retention and persistence. Thus, there is a need to have an onboarding course prior to the start of a college student’s first semester to support their success as they start their college journeys.

The purpose of this 5-module course was designed to educate first-time college students on how to succeed at the university, develop a better understanding of the learning process, and acquire academic skills and knowledge essential for success in college and in life. This course utilized a strengths-based approach with activities geared towards self-discovery, developing academic skills, and community-building. This session will discuss the objectives, learning technology, activities, and the overall development process used to create this course.

On June 22, 2018, Governor David Ige signed House Bill 2607 into law which provides the Hawaii Department of Education (HIDOE) $500,000 to invest in a K-12 computer science curriculum. With these funds, the HIDOE hopes to prepare students for a future where computer skills will be necessary for any career they choose. It’s an investment not only for our future leaders but for our state.

Fast-forward to today, while that vision remains unchanged, many elementary schools and teachers are not ready to integrate computer science (CS) into the classroom. The decision to have all schools deliver a computer science curriculum by the year 2024-2025 school year means teachers will need to find the time to research and learn these skills independently with little or no support.

This presentation offers a 5-module course to help elementary school teachers understand computer science, particularly algorithms and programming, by introducing Scratch coding. The design of this course will give teachers the confidence and skills to teach and further develop a computer science curriculum by experiencing the lessons, instructions, and activities through the eyes of their potential students.