Ao`ao `i`iwi
Demo interactive ppt for module 7
Examples
Q&A
Introduction – Content Area
The content area for our group is inside a database
(“Curriculum Central”) being introduced to the
University of Hawaii system, a database to record and
store course outlines. For the purposes of ETEC 750B we
will use the test version of the database which is
located at
http://cctest.its.hawaii.edu:8080/central/core/cas.jsp
The database is in use at a few campuses in the UH
system: UH Hilo, Kapi’olani Community College,
Leeward Community College, and UH Maui College.
The database is soon to be piloted by the UHM College
of Education, Windward Community College, and
Kaua`i Community College.
Introduction –
target population
The population being taught are college faculty, tenured and
untenured, all with a minimum of a master’s degree in their
content area, some with a PhD. No assumption can be made
for computer skills, organizational skills, or logic skills that the
faculty may or may not have. Previous experience has shown
that even faculty who teach computer courses often have
difficulty the first few times that they encounter the three
questions that we will focus on in the project. Previous
experience has shown that some faculty may not have
organized their course content around the competencies to
be attained by the students. Some faculty may not yet have
thought about and connected how their course content may
support degree or certificate learning outcomes.
Introduction – task/problem
Our project will focus on how to prepare three types
of course outlines used by Kapi’olani Community
College, a progression of whole problems. The skills
used in answering the questions build in increasing
complexity. Basic navigation skills learned previously
are assumed. The project will focus on specific
sections of outlines to (1) make a course inactive, (2)
update a course that exists in skeletal version, or (3)
create a new course. The instructional materials
prepared for ETEC 750B will focus on the tasks
expected of the course proposer rather than the
tasks for course reviewers and tasks for course
approvers.
Example of Inactive course
 Text
here
explaining the big
differences (fewer
fields to fill out) and
the small
differences (less to
fill out in a required
field)
 Text
over graphics
here
Instructions specific to
inactive courses
 What
to do if you make a mistake
(placeholder)
 What a proposer might see blah blah
(placeholder)
Quiz about inactive courses
Example of skeleton
of existing course
 Text
explaining why
this is different from
other course
outlines
 Sample
of skeleton
Instructions specific to existing
skeleton course outlines
 demonstration
of mouseover
 demonstration of prerequisite input
 demonstration of another prereq input
Quiz about skeleton courses
Examples of new courses
from scratch
Title of course
 Text
or pdf image
of a portion of an
outline
Title of other course
 Text
or pdf image
of a portion of an
outline
Instructions specific to new
courses
(Test audio only – a placeholder)
Quiz about new courses
Summary or comparison chart
for three types of courses
Q&A from peer review
 Why
there is a need to store course
outlines in a database?
 A current administrative decision is that
outlines are to be shared and/or
accessible between the ten campuses of
the UH system. Currently at many
campuses the course outlines (if they
exist) are paper documents stored in file
cabinets.
Q&A from peer review
 From
my understanding, your project will
be focused on teaching people how to
use the skills to manipulate the database
or how to answer those three questions?
 The revised project will focus on the
increased complexity from a more simple
course deactivation, to a more complex
update of a skeletal version of a course,
to the most complex – creation of a new
course outline.
Q&A from peer review

Does this database work like the Laulima system?

No, not at all. Perhaps you are confusing courses with class
sections. A course outline in Curriculum Central can be
thought of as a master course that all class sections are
based on, for example the first semester of French might be
FR 101. Students enroll in FR101 taught by professor X on
Tuesdays and Thursdays as a specific class section with a
CRN number in the Banner registration system. The course
outline for freshman mathematics (MATH 100) in Curriculum
Central would be the master course that suggests content,
course objectives, and grading methods for any and all
MATH 100 classes. The individual MATH 100 sections
assigned to specific professors are referred to as classes.