Learning with Technology

for Teaching

April 12, 2016
by Rachael Inake

Tech It Out Day 2016 – Call for Proposals


Tech It Out Day is a free, half-day event for faculty and staff to “test drive” different technologies and have fun learning from and with each other. In the spirit of learning together, we’d like to invite you to share a technology you use to enhance teaching and learning at this year’s Tech It Out Day on August 16. Earn a “Presenter” badge and be eligible for a “Presenter Letter” as evidence to include in your dossier. Submit your proposal today! Visit our Tech It Out Day 2015 website to see what sessions we had last year.


January 8, 2016
by Leanne Riseley

Connecting with Your Students Using Introduction Videos

Each semester, the Educational Media Center offers video production services to instructors interested in creating short self-introduction videos. These videos can be used to attract students to take your course, as the first impression of who you are as a person and as an instructor, and as a way to spark learner’s intrigue that encourages students to want to learn more. Videos can be used for both in-person and online courses.

This semester, Betty Ickes (History), Kelly Kennedy (ESL), and  Faustino Dagdag (Business), took advantage of the video recording services. They did such an outstanding job that we wanted to share their videos with you in the hopes that it will inspire you to create one for your class.

Betty IckesBetty Ickes

Kelly KennedyKelly Kennedy

Faustino DagdagFaustino Dagdag

We have approximately 20 instructors who have recorded introduction videos and these are featured in the Video Library.

Your posted video can be embedded into your Google Site or sent by email to your students prior to the beginning of the semester.

We encourage you to consider doing an introduction video in the near future!

November 18, 2015
by Brent Hirata

Highlights from Stop Lecturing and Flip Your Classroom (Fall 2015)

We would like to thank the instructors who participated in our Stop Lecturing and Flip Your Classroom workshop this semester as part of our Flipped Classroom series:

  • Amanda Silliman, English (LA)
  • Christine Walters, Religion (A&H)
  • Eric Pang, Automotive (PAT)
  • Jeremiah Boydstun, English (LA)
  • Kazuko Nakamitsu, Japanese (LA)
  • Michele Mahi, Speech (LA)
  • Naiad Wong, History (A&H)

We also wanted to take this opportunity to share some highlights from the workshop. We realize that as you reflect on your course experience this semester and prepare for the coming spring semester you might be intrigued by the idea of flipping an activity or two in your classroom.

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network).

Benefits of flipping the classroom:

  • To increase student understanding of the content prior to coming to class so that class time can be better utilized for interacting and connecting with each other, practicing, and applying knowledge and skills for deeper and more meaningful learning.
  • To allow students to take ownership of their learning and become self-directed learners.
  • To differentiate instruction because students learn at different paces and in different ways.
  • To increase student support in class. Instructors can provide one-on-one help to students. Students can help one another.
  • To create a dynamic, engaging, and interactive learning environment.
  • To allow more “real world” learning experiences.

Workshop topics:

  • What is the flipped classroom and flipped learning?
  • How to create a flipped classroom
  • Curate or create content?

We designed and facilitated the workshop series like a flipped classroom, utilizing and modeling best practices, strategies, and a variety of methods and activities, to give our participants (and ourselves) an authentic flipped learning experience. We also had two weeks of (optional) hands-on workshops specifically for how to use several tools for flipped learning, such as Educanon and Google Forms/Sheets with Flubaroo, to help participants curate and create materials for their flipped lessons and activities.

Participants engaged in their learning before coming to class, and class time was used for applying learning through interactive group activities, discussions, sharing, and giving each other feedback, to ultimately create their own flipped learning lessons and activities. We as facilitators, did our best to provide not only learning materials, but a learning experience for our participants as we guided/supported them through the process. We’ve found that the best learning happened through the experience we had together. Also, it was exciting to see the participants (who teach different subjects), connect with each other and help each other. As one participant said, “I benefited from networking with other faculty on campus and the assistance I received with technology from Rachael and Brent.”

Another participant shared, “I’m going to completely revamp my courses thanks to this eight-week workshop, and I know that with the knowledge and tools made available to me that I will benefit greatly as an instructor and my students will be more engaged and invested in their learning. I’m excited to begin this new chapter of teaching.” We look forward to seeing what our participants have created for their classes and to share what they’ve created and implemented in a future blog post.

Rachael & Brent

October 22, 2015
by Leanne Riseley

I’m interested in OER. How do I get professional development and support?

We are excited that you are interested in OER! We have several options available to support you through this process!



Option 1: Go Open, Go Free Using OER Spring 2016

(Tuesdays from February 2 to March 29, 2015 at 1:30 PM – 3:00 PM (seven-week series))

This is a flipped workshop series where there will be at-home lessons to complete before the Tuesday in-class, hands-on activities.

  • Week 1: Introduction
  • Week 2: Why OER
  • Week 3: What is OER and What is a Good Resource
  • Week 4: Finding and Evaluating OER
  • Week 5:  Creative Commons Licenses
  • Week 6: Attributing OER Materials
  • Week 7: Reflection

Option 2: Go Open, Go Free Using OER Track in Pacific Region Learning Summit 2016

(Daily May 16 – May 20, 2016, 8:30 am – 3:30 pm)

This will be offered during Leeward’s annual Pacific Region Learning Summit – a week-long, concentrated, in-depth professional learning opportunity focusing on hands-on activities.

Option 1 and 2 have the same learning objectives and deliverables.


Option 3: Individualized Plan

While we believe you would learn the most and have the most fun in the facilitated Go Open, Go Free series, if your schedule does not permit it or if you would prefer to meet one-on-one with us, we are happy to do so. This is the process setup to help you get started with your OER adoption. You may contact us for an initial meeting.


For more information on the Open Educational Resources Initiative at Leeward CC, visit https://sites.google.com/a/hawaii.edu/oer/


October 21, 2015
by Leanne Riseley

Finding and Choosing OER

The challenge for educators seeking open resources is that the standards for collection and categorization are in various states of development and adoption.  Presently, there is no one single place to look for quality OER so it takes a bit of effort digging around to find something useful.  The Leeward CC Library has developed an OER Lib Guide that will help you through the process. Here are a few place to start your search.


  • Open Textbooks – Open textbooks are available with nonrestrictive licenses. This page lists sites which include peer-reviewed titles representing a wide range of disciplines and subjects.
  • Open Textbooks by Subject – This page has a compilation of links to open textbooks  in various subjects. The subject areas include: Math, Economics, History, Biology, Botany, English, Psychology, Sociology, Speech, Foreign Languages, Anthropology, and Anatomy and Physiology.
  • Open Content – This page has links to digital repositories including modules, learning objects, videos, and more.
  • Open Courses – This page has links to college-level course content made freely available by institutions.

Discover more OER resources here: http://guides.leeward.hawaii.edu/oer


Tomorrow’s post is on How to receive professional development and support in OER.


September 9, 2015
by Brent Hirata

On Our Way to Flip Learning

Happy third week of school! With all the hustle and bustle you may feel pressed for time at this point of the semester. Despite having busy schedules, a diverse group of Leeward CC instructors have committed part of their Tuesday afternoons to partake in our workshop series, “Stop Lecturing and Flip Your Classroom.” In this eight week workshop series, we have been guiding participants in how to minimize time spent presenting information (aka “lecturing”) in class, and instead, maximize valuable class time engaging students in active learning by “flipping learning.”

In weeks 1 and 2 we laid the foundation of the flipped learning concept. “Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network). To engage in flipped learning, instructors must incorporate the following four pillars into their practice:

  1. Flexible environment
  2. Learning culture
  3. Intentional content
  4. Professional educator

You can read more about these four pillars here.

We are using Jackie Gerstein’s “Flipped Classroom: The Full Picture” model which organizes the flipped classroom process into four areas:

  1. Experience – Experiential Engagement (educator-suggested)
  2. What – Concept Exploration (educator-suggested)
  3. So What – Meaning Making (learner-generated)
  4. Now What – Demonstration & Application (learner-generated)

We’ve designed the workshop like a flipped classroom giving everyone (ourselves included) an authentic learning experience as we discover, share, and learn together. Next week, week 3, we will complete a full cycle of a flipped lesson/activity. Our participants will create their own mini lesson and activity using Nearpod, an interactive real-time assessment mobile app, to demonstrate and apply their learning of the flipped classroom concept by teaching a concept to each other in small groups and facilitating a short activity. The rest of the weeks will be spent on helping our participants plan and create their own flipped lesson(s) and activity(ies) using appropriate tools/technologies for their classes.

We hope that at the end of the eight weeks, our participants will feel their time has been well spent building a solid foundation in the design and facilitation of flipped learning, and will continue to create flipped lessons and activities to implement in their classes. Everyone benefits from a more active learning approach!

– Rachael & Brent

August 19, 2015
by Rachael Inake

Tech It Out Day 2015

Nothing like kicking off a new semester by attending our annual Tech It Out Day on Monday, August 17, 2015. Tech It Out Day is a half-day event to explore how technology can enhance teaching and learning in the classroom and online. Faculty, lecturers, and staff had the opportunity to “test drive” a variety of technology tools, network with colleagues, and celebrate the start of a new semester with a free continental breakfast.



This year we featured a track on Open Educational Resources (OER), social media, and other free, web-based tools and apps such as Tackk, Kahoot!, and Google Sites. You can view all the sessions here.




Some participants also got to try out our new Dell Chromebooks with touchscreen. A set of 20 Chromebooks, our new COW (computer on wheels), is available for checkout starting this semester at Intec Services, LC 116.

Participants had a lot of things to say about Tech It Out Day:

“The most effective sessions helped me understand not only how to use the technology, but how others have used it to create meaningful learning experiences with students.”

“Each session taught me something new–even when I know about the [tool].”

“OER: I love the philosophy behind this push.”

“Kahoot was the most useful and informative for my subject area (ESL). I feel prepared and excited to use this technology with my students.”

“Great job as always! I like how you include sessions on updates to existing tools.”

“I liked the practicality of the sessions.”

Participants mentioned they will implement what they learned by:

“…using an OER text in Spring, using parts of Susan Wood’s and the EMC’s site templates in my own courses, and trying to find applications for Scrible.”

“…I already created a lesson using Tackk for one of my online classes.”

“…using the Snagit extension to create narrated screen captures.”

“…I will be trying kahoot for in-class quizzes and remind as a class communication tool.”


We hope to see you at next year’s Tech It Out Day! Click through our photo album below.

Tech It Out Day 2015

July 8, 2015
by Les

Leeward Community College Theatre Production of Titus Andronicus

“Titus Andronicus,” as presented in the Leeward Community College Laboratory Theater in April by the students of the Theatre 260 course, may not be regarded as one of Shakespeare’s finest works, but it is an intense and thought-provoking tale. It certainly piqued director Betty Burdick’s interest.

“After Susan Lum, Michael Oishi, and I decided to do “Titus Andronicus” for the Semester of Shakespeare, I, of course, reread it. At that time, I seriously considered doing it as a comedy. The violence is so over the top that it seemed to be the best approach.

After reading it several more times, I began to fall in love with the script and decided it was more than relevant to our world today. The students of Theatre 260 and I began to develop a framework of a play around the play. The actors performing the play are meant to be the survivors of a nuclear holocaust that could have been created by people like the characters in the play. The inhabitants of the post-apocalyptic world present this Roman/Renaissance play as a way of reminding their audience not to go down this road again.”

Shakespeare’s first work of tragedy, unlike his other more historical works, seems to be drawn from numerous historical and literary sources woven into a fictional story. It is his most violent work, which contributes to its checkered critical history. The play was popular with audiences of Shakespeare’s time used to the genre of revenge plays, but during Victorian times and later, its violence has contributed to its dismissal as one of his weaker, less respected works.

Burdick, though, found interesting parallels between the play and current events. “The violence in the play is, unfortunately, regularly in our face today…with this, his first tragedy, Shakespeare explores the limitations of honor and duty, the fine line between justice and revenge, and how power in the hands of the wrong people leads only to pools of blood.”


A video sample of the production is available at:  https://www.youtube.com/watch?v=lOJtNLwAQ_w


June 2, 2015
by Leanne Riseley

Go Open, Go Free Using OER (Open Educational Resources)

Last week, Rachael shared the exciting learning that occurred in the “Stop Lecturing and Flip Your Classroom” track at Pacific Region Learning Summit (PRLS) 2015. Another PRLS track offered this summer was “Go Open, Go Free Using OER” facilitated by Wayde Oshiro, Junie Hayashi and me. Leeward is the first campus in the UH system to design and deliver a professional development series to help faculty find and incorporate no-cost, low-cost, and creative commons licensed resources into their courses as replacements to costly commercial course materials. The workshop was designed so learning was scaffolded, participants actively participated in hands-on group activities, and sharing was encouraged. Since OER adoption is a relatively new endeavor for our campus, we invited a number of OER pioneers to be guest speakers throughout the week. The goal was for each participant to find OER materials that could be incorporated into a well-designed project for his/her class.


What is OER?

Participants learned that OERs are any materials, tools, or techniques that support free access to knowledge.


 “BC OER Librarians Poster” by BCampus OpenEd is licensed under CC BY 4.0

Why OER?

Participants identified benefits of using OER both for faculty and students.


 “BC OER Librarians Poster” by BCampus OpenEd is licensed under CC BY 4.0

Participants shared what motivated them to attend the workshop. It was interesting to hear everyone express empathy for students burdened by the high cost of textbooks. Many felt it was a social-justice issue and all students should have access to course materials.

Concerns About OER

In the workshop, we encouraged participants to dialogue and express their questions and concerns about using OER.

Concerns from a faculty perspective included:

  • quality of the materials and credibility of the author/source
  • finding OER that support SLO
  • time required to adopt, adapt or build OER

Concerns from a student perspective included:

  • ability to notate OER materials
  • access to devices to read the OER materials

In order to address some of the concerns, we invited Jayne Bopp (Sociology) and Michelle Igarashi (CTE English) to share their experiences with adopting OER. Their session was an honest view on their motivation for adopting OER, the workload in adopting OER, and their students’ reactions and ability to access the resources. The session was recorded and can be viewed by clicking on the link below.

Jayne Bopp (Sociology) and Michelle Igarashi (CTE English)

Jayne Bopp (Sociology) and Michelle Igarashi (CTE English)


Finding Materials

17883610996_2ea74b4d31_kOne of the biggest challenges for OER adoption is finding appropriate materials. In the workshop, participants were directed to some of the major OER repositories as a starting point and encouraged to look critically at the resources. Using Diigo, a cloud-based, collaborative bookmarking tool, participants curated useful sources. Participants who taught the same subject were able to collaboratively collect and share resources. The other participants were helped by a librarian – Sunny Pai, Susan Murata, and Junie Hayashi – to find OER materials.

17718565038_5eac8b6159_kAfter finding OER materials in their subject area, participants selected one OER resource and reviewed it using standard evaluation criteria. Each person completed a review of his/her selected OER resource and shared the review in the the UH OER Repository. Participants in this workshop were the first to upload content to the UH OER Repository which went live the week prior to the conference.

Experiences with OER: Finding materials and the course design process

susan-woodAfter searching through some of the OER repositories and realizing that there is no one central place for all OERs, participants received helpful advice from guest speaker, Susan Wood. Last month, Susan was featured in a blog post in which she detailed the process she went through in developing an open, OER ENG 100 course.

One of the most informative parts of Susan’s presentation were the “mistakes” she made and how she converted them into learning opportunities. She shared:

  1. She didn’t follow the EMC’s process for developing online courses and ended up with 81 pages of content and had to do some backtracking.
  2. She didn’t keep track of attributions
  3. She didn’t pay close enough attention to the Creative Commons licenses

I believe her honest sharing benefited the participants and will save them from making similar mistakes.  One of the participants, Brandi Reyes, stated, “we got to hear how the struggle is real, but can work out in the end, at least with a lot of time commitment.”

Course Design Process

17283877634_3b88f6dc39_kAfter finding a few OER sources, participants were guided through the course design process using a project planning document in Google Docs. Links to participants’ project plans may be found on our blog site. Each project went through the design process – starting with the course SLOs, designing activities that promote active learning, and creating an assessment tool (rubric) to verify the SLO was accomplished. Participants’ plans may continue to be refined and developed as they continue to find and incorporate OER. Their project plan gave them practice at designing one project that can be replicated as they build their course.

Attributions and Creative Commons Licensing


With their project plans in place, Billy Meinke (formerly with Creative Commons, currently Educational Technologist at UH Manoa), Wayde Oshiro, and Sara Rutter (OER System Librarian), guided participants through the ins and outs of attributing materials using creative commons licenses.

The finished product from the workshop was a complete project plan with sources properly attributed and licensed with a creative commons license. In the spirit of Open Education, the plans were shared in the UH OER Repository for other faculty to adopt, adapt or build upon.

Facilitator’s Final Thoughts

This week, I learned that adopting and adapting OER is not a simple undertaking. It will take time, effort, and work by the participants to adopt OER. It will take support from both the EMC, the Library, and the institution. But, I am encouraged and impressed with the participants in this track who are willing to spend the time and effort to use OER to benefit their students. If you are interested in adopting OER, we will be happy to help you. Begin your exploration of open resources here. Once you have explored some of the available resources, contact us for an initial meeting.

Participants’ Comments

Participants had highly favorable responses to the “Go Open, Go Free Using OER” track. Most were confident in their ability to incorporate OER materials into their course. The reflections shared in their blog posts provided wonderful insights into what participants experienced and learned. Some comments included:


“I really appreciated the hands on activities such as generating our own attributions, beginning the process of putting a lesson on an OER repository, sifting + evaluating open resources, etc. The different ways we explored OER tapped into every type of learning style. I definitely plan to utilize my Diigo account! Very helpful and informative. Great pace. I had such a pleasant experience!”

“I appreciate the communal environment and the spirit of sharing that OER and this conference encourages.  We are not alone in our efforts to provide quality, free educational resources for our students.” – Ann I.

“In this OER workshop, we were presented with lots of new ideas, support for implementation, and opportunities for practice. “ – Lani U.

“Taking the OER track gave me an in-depth understanding of what OER is, the pros and cons of OER, how to navigate OER repositories and how to incorporate OER materials into course lessons while giving proper attributions.  I came in this week expecting to just get a basic understanding of OER, but I came out of this track with such an abundance of knowledge and new skills!” – Frances W.

“I am committed to the OER movement. Right now I am a consumer of OERs but eventually I would like to be an OER contributor.” – Jayne B.

“I finished the workshop reenergized, with a lot of ideas how I would redo my textbook to make it OS (OpenStax)..” – Natalia S.


Join us next time!

Next year May 16 – 20, 2016

May 27, 2015
by Rachael Inake

Turning Teaching On Its Head – Flipping for Flipped Learning!

Stop Lecturing and Flip Your Classroom

What could be so exciting as to capture the interest of instructors and staff for a whole week the week after finals? Our summer annual Pacific Region Learning Summit (PRLS), of course! Brent and I co-facilitated the “Stop Lecturing and Flip Your Classroom” track at this year’s PRLS. We developed a hands-on and authentic learning workshop to introduce participants to the “flipped classroom” concept and culminated with them creating (at least) one flipped at-home lesson and in-class activity.


What is a flipped classroom?

The main purpose of doing a flipped classroom is to use valuable face-to-face class time for meaningful, engaging, and interactive activities for learning, instead of for lectures. Class time can be better utilized to foster deeper learning or differentiate learning to address specific learners’ needs.


But much more than just “flipping” a classroom where content is learned at home and activities/projects are done in class, learning must be “flipped”. “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (Flipped Learning Network).

A model of flipped learning we explored starts with an experiential learning experience to hook learners, allows for learners to explore the content, make meaning from it, and finally demonstrate and apply their learning.


Experiential and Authentic Learning

We designed the workshop like a flipped classroom. Participants learned the pedagogy of flipped learning, the process of creating appropriate at-home lessons and meaningful in-class activities, and how to facilitate and support learning in a flipped classroom, through experiencing, creating, and practicing together in various activities and reflecting/discussing about their learning along the way. Everything we did as facilitators to model a flipped classroom like scaffolding learning, creating “at-home” lessons, facilitating interactive in-class quizzes and hands-on team activities, to what the participants did and created in the workshop, was all part of the authentic learning experience. We are all learners!


Examples, strategies, tips, and tools to support flipped learning were uncovered and discovered throughout the week. Along the way, participants used a lesson planning document we created using Google Docs to plan their lessons and activities. They shared and received feedback from the class. Once they knew what they needed to curate and/or create, we guided them in trying out some tools that could help them. In teams, participants explored several tools like Nearpod, Educannon, Snagit, Google Forms, etc. and shared with the class.


Participants curated and created materials, and polished up their lesson and activity plans. The complete lesson including in-class activities is in the instructor’s lesson plan Google Doc serving as a facilitator’s guide to help him/her when they implement. But as for the “at-home lessons and activities,” they posted it on a Tackk webpage which they could then link onto their course schedule or use our Google Doc course schedule template (which can be embedded in Laulima) for students to access. You can view our participants’ lessons and activities on our workshop blog page here. They will continue to refine and develop more lessons and activities now that they’ve gone through the process.


Participants’ Comments

Survey results were highly favorable with 100% of participants rating the workshop as “Excellent”. Additionally, participants shared some of their thoughts in their blog posts:

“The tools are phenomenal, but the pedagogy was the most important. Getting the process right for the right reason to achieve the right result is the most valuable lesson of this week.” – Faustino D.

“I also have a better understanding of flipped learning and what it entails (i.e. not just putting your lectures online and having discussions during class time).” Jennifer W.

“Learning how to flip my class with the new tools that allows me to not only share information with my students, but is a way to collect data to assess my teaching skills.” – Malcolm C.

“Flipping the classroom will also meet the diverse needs of students because it will engage multiple learning styles and allow them to work at their own pace.” – Cara C.

“The pace of the classroom activities and the facilitators, Brent and Rachael were great! I can’t wait to get back home and develop more flipped classroom activities. This breakout should definitely be repeated next year. Mahalo for a great week.” – Kelly O.

“I really enjoy this week and appreciate being in the best track with a great group and awesome instructors!!! Thank you so much, Rachael and Brent =)” – Laney N.


Join us next time!

It’s not too late, Brent and I will be offering a multi-part flipped classroom workshop series this coming Fall. Look out for our email with the registration info early next semester. And we hope you will join us at PRLS next summer too!

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