Humphrey Capstone Proposal

M.S.
in Instructional Design and Technology

California State University
Monterey Bay
CALIFORNIA STATE UNIVERSITY MONTEREY BAY
CS Online Technology Readiness

CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Cassandra Humphrey
February 20, 2018
Capstone Approvals: (At least one advisor and capstone instructor should approve)
Advisor Name Signature Date
Capstone Instructor Name Signature Date

CS ONLINE TECHNOLOGY READINESS DRAFT 2
Table of Contents
Executive Summary .................................................................................................3
Introduction ..............................................................................................................4
Background ................................................................................................................................. 4
Gap Analysis ............................................................................................................................... 4
Learner Analysis ......................................................................................................................... 6
Environmental Scan .................................................................................................................... 8
Solution Description...............................................................................................10
Project Goals ............................................................................................................................. 10
Learning Objectives .................................................................................................................. 10
Learning Theories and Instructional Strategies ........................................................................ 11
Media Components ................................................................................................................... 14
Anticipated Challenges ............................................................................................................. 15
Methods ...................................................................................................................15
Development Plan ..................................................................................................................... 15
Implementation Plan ................................................................................................................. 16
Requirements & Resources ...................................................................................16
Requirements ............................................................................................................................ 16
Resources .................................................................................................................................. 17
Timeline...................................................................................................................17
Milestone Checklist .................................................................................................................. 17
Major Deliverables.................................................................................................................... 18
Evaluation ...............................................................................................................19
Formative Evaluation ................................................................................................................ 19
Summative Evaluation .............................................................................................................. 19
References ...............................................................................................................21
Appendices ..............................................................................................................23
Appendix A ............................................................................................................................... 23
Appendix B ............................................................................................................................... 24
Executive Summary
This document serves as a proposal for Cassandra Humphrey’s MS in Instructional Science and
Technology (MIST) capstone project, which aims to assist recently admitted California State
University, Monterey Bay Computer Online Science Degree Completion Program students in
their transition into their first course and beyond by providing a solid foundation of technical
knowledge and skills in three main programs: iLearn, Google Drive, and Blogger. This proposal
outlines the background information, assessment of needs, analysis of learners, project goals, and
overall deliverables and media to be used. Additionally, it describes the learning theories,
timeline, an overview of stages of development, estimation of cost and time, and a plan for
formative and summative evaluation. If approved by MIST faculty, this proposal will be further
refined and go on to serve as the basis for Cassandra’s capstone project.
Keywords: online education, technology readiness, higher education, university,
instructional design
Introduction
Background
California State University, Monterey Bay’s Computer Science Online Degree

Completion Program (CS Online) is a fairly new program, with the first graduating cohort
walking the stage in May of 2016. Since then, staff and faculty have continued to work to make
the program run smoothly while covering a wide variety of subjects over an accelerated time
period. Now, as program enrollment has increased from one cohort per year to two, the focus has
shifted to incoming students in order to make sure that they are prepared for their courses when
they begin the program. Because of this, a new tech readiness module has been proposed with
the goal of helping students become acquainted with three main programs used throughout their
time in CS Online.
Together with CST 300 faculty, Cassandra, the instructional designer, will design,
develop, and implement a technology readiness module aimed at educating incoming students on
iLearn, the Google Suite, and Blogger functionalities. Barring any setbacks such as program
restructuring, scheduling issues, and longer than anticipated development times, the module is
set to be released in time for Cohort 9, the 2018 spring-start group, to participate.
Gap Analysis
Currently, the students’ first introduction to iLearn occurs at their course orientation. The
professors walk through the course shell, showing how to perform basic tasks like accessing the
course site, viewing assignments, and introducing the question and answer forum. However,
students are not formally introduced to more sophisticated iLearn functions such as uploading an
assignment or adding a hyperlink. Additionally, there is no formal introduction to Blogger or the
Google Suite during course orientation. Typically, the professors briefly touch on the “Help”
section of iLearn, but even this does not provide all of the necessary information that students
need for the program, and some tutorials are for older versions of iLearn.
Due to this arrangement, CS Online-specific programs and any introductory information
or tutorials are only introduced when an assignment calls for them. Because of this, students are
sometimes unable to demonstrate mastery of these programs’ functionality in the short amount of
time allotted, which again can cause them to miss deadlines and/or lose points.
At the start of the course, students should be proficient in iLearn, meaning they are able
to view assignments, check their grades, and have been introduced to the overall course structure
so they are able to successfully view weekly modules, assignment descriptions,
resources/readings, and due dates. They should be able to demonstrate basic iLearn submission
practices such as uploading an assignment file, posting to and commenting on a forum, and
creating and submitting hyperlinks to properly shared sources. Students should also be able to
demonstrate mastery of course and program specific tools such as the Google Suite and Blogger
by creating, sharing, and properly linking to documents and blog posts.
However, not all students are able to complete these tasks. While some students are able
to piece together missing information independently and are able to complete tasks without
formal instruction, this is not the case for others. Common errors in submissions and access
include students not viewing weekly module assignments and resources and submitting incorrect
links such as hyperlinks to Google Docs with incorrect sharing settings, or a link for the student
to edit his/her blog rather than the link to share a post with others. Typically, students that
struggle with getting acquainted with these programs need about two weeks before they
demonstrate their ability to successfully use them, which puts them at risk for lower grades or
failure if they are unable to catch up. With eight-week courses, each week matters, and falling
behind two weeks equates to falling behind on a quarter of the course.
In order to have the highest chance of academic success, it is vital that students come to
their first CS Online course prepared and ready to work. Because of the incredibly short terms, it
is difficult for students to catch up if they fall behind. By giving them the knowledge and tools to
successfully view, complete, and submit assignments, and introduce them to commonly used
programs, they will be in a more secure place academically when courses start, which gives them
a better chance of keeping up with their classes. Most importantly, they can spend more time
focusing on the course content rather than the delivery method, especially because the program
focuses on many high-level concepts as they work towards careers in software engineering,
mobile app development, and technology project management fields (CS, n.d.). Something as
simple as learning platforms should not get in the way of the students’ educations.
At this time, performance gap causes such as lack of motivation, poor attitude, or
technological resources were not observed. Instead, lack of knowledge is the main cause of the
performance gap. There is a clear discrepancy between what students should know to be
successful in the course and what they demonstrate. When evaluating performance, it is easy to
pinpoint the gaps based on submissions (or lack thereof). If students do not change their sharing
settings or link their blog post correctly, this is a good indicator that the knowledge of proper
procedure is simply not there, especially if it continues to happen after repeated feedback or loss
in points. Furthermore, each term, a small number of students email after the first week of class
saying that they were unaware of how to view assignments entirely. Typically, these are students
that were unable to attend the synchronous orientation before the start of the course and were
then tasked with reviewing the recording to catch up.
Learner Analysis
The learner analysis is based on two main sources: personal observations after spending
several years involved with the CS Online program and self-reported demographic data collected
from students enrolled in the years 2014 to 2016.
The module’s primary is recently admitted students who have had no experience with or
formal introduction to any of CSU Monterey Bay’s learning tools (i.e. iLearn, submissions,
forums, checking grades; Blogger setup, posting, linking; Google Drive sharing settings, linking
to and sharing a document on iLearn or with peers/faculty). According to the program
description on the CSU Monterey Bay website, each cohort has between 25 and 35 students (CS,
n.d.). The program has a spring start and fall start, which means the number of new students each
year can range from 50 to 70.
A future goal of this project is to eventually share it with other students that need an
introduction to our programs. Possible groups include first-year, transfer, and even potentially
MIST graduate students. However, due to the time constraints of the program, this project will
remain focused on CS Online students during initial development, testing, and implementation.
While each cohort and individual is different, student interactions and conversations have
illustrated that many CS Online students reside in California, with the most common areas being
southern California and the Fresno area. However, some students have joined from the Midwest,
the northwest, and the east coast, meaning that time differences and distance will affect the
training design. Furthermore, while there have not yet been any international students in the
program, some admitted students have learned English as a second language, which means
developed materials will need to be clear and concise.
More specifically, there are a few major characteristics of a typical CS Online student.
According to the collected demographic data, a majority of applicants are male, with the
percentage ranging from 69% to as high as 88% depending on the cohort (Carter, 2016). It is
well-known that this is a common issue in computer science fields, and although the gender
makeup is unevenly distributed, it is important to make each student feel included in the learning
material, regardless of their gender or gender identity.
Furthermore, most cohorts have had a majority of students fall in the 26-35 age range,
with only one cohort having a majority of 18 to 25-year-old students (Carter, 2016). Compared
to on-campus enrollment data, students in this program are slightly older (Enrollment, n.d.).
While this does not dictate their level of technological competence, it may mean that they have
more familial responsibilities than a younger face-to-face student. In our previous cohorts, many
students have spoken about their children and spouses, showing that they have responsibilities at
home in addition to academic duties. Furthermore, students have gotten married, moved to a new
town or state, and many have become parents to newborns during the course of the program.
Keeping these obligations in mind, flexibility will need to be a major component of any learning
modules created so students can learn at a time that is most convenient for them.
Outside of the home, CS Online students are also hard at work. According to
demographic data, 70.6% of students reported working 40 hours per week (Carter, 2016). This is
10% higher than average online students’ work commitments, as reported by College Atlas (“41
Facts”, 2015). This data further emphasize the need for a flexible learning environment, as well
as the need for information to be straightforward, to-the-point, and avoid unnecessary
information or busywork that will take time away from students’ other commitments.
As for prior knowledge, admitted students fall into two categories: those looking for a
career change by transitioning to computer science and those looking to advance in their current
field. According to College Atlas, 46% of online students are looking to move up in their current
careers (“41 Facts”, 2015). Some may have informal knowledge of computer science outside of
work, but the makeup of each cohort is different.
Furthermore, over 80% of online students have at least some transfer credits when
enrolling, so many of them have been exposed to Learning Management Systems such as iLearn
(“41 Facts”, 2015). However, not all community colleges or universities use Moodle, so it is
difficult to determine how similar these platforms are to the one used by CS Online and how
beneficial this exposure is in preparing students for our programs. Therefore, introductory
materials should be comprehensive enough that a novice learner will be able to follow it and
complete objectives, but quick-moving enough that a student with experience will not be bored
with the material.
This dichotomy also means that students should not be required to have any prior
knowledge before participating in the learning module, as some students will be coming in with
little to no experience. However, students at the very least should be able to operate a computer,
attend a video conference, access websites, and log in to their CSUMB dashboards, email, and
iLearn. So far, every enrolled student has been able to complete these tasks.
Participating in the module should also not place an undue burden on the students.
Requirements for the tech readiness module are the same as any other CS Online course,
negating the need for students to purchase extraneous materials for the sake of an introductory
module. Examples of required materials include a computer, internet connection, headphones or
speakers, and a microphone.
It is also important to consider accessibility issues and ensure that the learning module is
compatible with screen readers and adaptive programs for color blindness. While students so far
have not had any accessibility requirements, CSU Monterey Bay’s Accessible Technology
Initiative outlines that, "It is the policy of the CSU to make information technology resources
and services accessible to all CSU students, faculty, staff and the general public regardless of
disability” (Accessible, n.d.).
To reiterate, potential barriers that may need to be addressed include time constraints due
to outside responsibilities, language barriers for those who do not speak English as a first
language, and difficulty adjusting to the course/program schedule. However, with thoughtful
design and learner-tailored material, these issues can be avoided.
Environmental Scan
The rise in popularity of online education, especially in college environments, has

sparked a plethora of new research, trends, and best practices for this modern type of instruction.
From new instructional design models to comparison of online and face-to-face student
performance, technology has proven to be a game-changer in the education sector. In order to
achieve the most effective online learning environments that apply directly to CSU Monterey
Bay’s CS Online students, it is vital to take all facets into account when designing online
readiness modules, from general findings to university-specific considerations.
Although some may worry that students do not receive an equal education in a
completely online learning environment, undergraduate and graduate students have the capacity
to fare just well in online classes as they do in face-to-face sessions. As technology’s presence
continues to grow into everyday life, from home automation to faster computers and smarter
phones, it makes sense that successful integration of technology in education is not already
possible, but already been done. Even in face-to-face courses, students still must be able to
conduct research, complete assignments, and communicate with their instructors online, meaning
that they have many of the information literacy skills needed for a fully online course.
Furthermore, efficacy of online education has been reviewed, analyzed, and discussed
over many decades. Although there have been a handful of reviews of comparisons of student
performance online and offline, Weightman, Farnell, Morris, Strange, and Hallam’s 2017 report
provides modern statistics based on reevaluation of older reviews combined with more modern
data. The authors, “searched seven databases along with a range of supplementary search
methods to identify comparative research studies, dated January 1995 to October 2016, exploring
skill outcomes for students enrolled in higher education programs” (Weightman, Farnell, Morris,
Strange, & Hallam, 2017, p. 21).
They conducted this review with three goals in mind: to “confirm or refute the findings of
the earlier reviews in terms of relative effectiveness” of online and face-to-face instruction,
“expand the scope of the review to include comparative studies of blended versus single-format
delivery,” and “explore the views of research participants” regarding their perceptions of the
different formats (Weightman et. al, 2017, p. 22).
Out of this search, they were able to find 33 studies investigating student performance in
online and face-to-face instruction that were similar enough to compare. Through this
comparison, the authors concluded that in 82% of the cases, or 27 out of the 33 recorded studies,
that undergraduate and graduate students performed equally well in online and traditional
classroom environments (Weightman, Farnell, Morris, Strange, & Hallam, 2017, p. 21). More
specifically, the standard mean difference in these comparisons was calculated to be -0.01, which
further illustrates the equality of performance (Weightman et. al, 2017, p. 21). With this in mind,
students, faculty, and administrators alike can feel confident knowing that online learning
environments are not only viable, but of the same quality as more traditional classrooms.
Solution Description
Project Goals
As mentioned above, the project goals are simple: make students’ transition to the CS
Online program as smooth as possible by giving them the tools to successfully navigate the
programs required to view and complete assignments. This learning module should not only
serve as an introduction to the material, but also as an easily-accessible reference tool for
students to refer back to if needed.
Learning Objectives
Because the tech readiness module is performance-based, that will be the focus of all learning
objectives, outlined below:
 iLearn Terminal Objective: Independently, recently admitted CS Online students will be
able to view course requirements, determine which iLearn functions to use, and create
appropriate content to fulfill assignment requirements with 100% accuracy.
o Enabling Objective: With optional support from a job aid, recently admitted CS
Online students will be able to view course assignments on iLearn each time they
visit the course page.
Online students will be able to upload a variety of media to submission links on
iLearn, including images, hyperlinks, and text each time an assignment calls for it.
Online students will be able to navigate to the gradebook to check their current
standing in the course at any time with 100% accuracy.
 Google Suite Terminal Objective: Independently using the Google Suite functions,
recently admitted CS Online students will be able to determine which program is
appropriate for each assignment and create and share works with others each time it is
required for the course with 100% accuracy.
Online students will be able to create and edit works in the Google Suite with
100% accuracy.
Online students will be able to update sharing settings of Google Suite files to
allow professors, student assistants, and peers to view with 100% accuracy.
 Blogger Terminal Objective: Independently using job aids and Blogger functions,
recently admitted CS Online students will be able to set up their blogs, create entries and
share their posts with peers each week with 100% accuracy.
Online students will be able to create a personal blog on Blogger with 100%
accuracy.
Online students will be able to create a blog entry each week they are in the
program with 100% accuracy.
Online students will be able to determine and share the correct link to each post so
peers and professors can view with 100% accuracy.
Learning Theories and Instructional Strategies
Connectivism: Overview and Applications
Created by George Siemens in 2004, connectivism is, “a model of learning that

acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic
activity. How people work and function is altered when new tools are utilized” (Siemens, 2004).
While the model has many useful recommendations and rules for online environments, the tenet
most relevant to the CS Online learning module is the recognition that the use of technology
negates the need for total memorization (Siemens, 2004). Especially in a computer science
environment, it would be illogical to assume that students remember every tag and every part of
syntax for every programming language that they learn throughout the program. By recognizing
that information can be stored online and referred to later, it allows these high-level learning
environments to be successful.
Furthermore, the reduced emphasis on memorization opens up more time for

environments that “offer students the opportunity to become a participant and creator much like
they are used to doing in everyday life” (Reese, 2014). Less time spent on memorization means
more time discussing, creating, collaborating, and providing more opportunities for interpersonal
communication that can be lacking in less successful learning environments.
The CS Online program emulates many of the characteristics of impactful online learning
environments. There is a large focus on, “hands-on, real-world, collaborative projects,” frequent
communication with and support from faculty, and a strong focus on application of knowledge
(CS Online, n.d.). This aligns very closely with the connectivist model and ensures that the
program avoids common pitfall of online-only education: isolation (Reese, 2014).
Furthermore, this flexible environment allows students that are unable to take courses in a
traditional face-to-face program the chance to further their education. As mentioned earlier, 70%
of CS Online students work 40 hours a week (Carter, 2016). When commutes, family time, and
other personal obligations are added to the mix, it simply would not be possible for many of
these students to carve out time to attend face-to-face classes. Instead, innovation and successful
design has allowed even more people to access to proven, high-quality education.
Behaviorism: Overview and Applications
Another major learning theory that will be applied in this project is behaviorism. As
outlined by Harasim, “The emphasis is on environmental stimulus and observed response”
(2017, p. 34). In this learning module and in future courses of the CS Online program, students
are required to perform activities such as uploading assignments and sharing documents with
peers and faculty, which are very procedural. Essentially, these actions are taken when the
stimulus (assignment, professor, etc.) requests the activity to be performed.
Course-structure wise, a behaviorist approach will be a straightforward way for students
to work towards automaticity in these programs. By requiring students to practice the task shown
and re-watch or reread the tutorial if they cannot perform the activity accurately, they can begin
to develop procedural memory. While this may seem contradictory to the connectivist model
outlined above, it is important to clarify that at the time of introduction, students are free to refer
back to the module for assistance when their courses start. However, the goal is with this initial
help and continued practice, the procedure will become a more integrated behavior.
In order to encourage this behavior, an operant conditioning approach can be taken

during instructional design. Harasim states that operant conditioning, “emphasizes the use of
positive and negative reinforcement to manipulate or teach new behavior. Operant conditioning
is related to voluntary behavior rather than involuntary reflexive responses” (2017, p. 37). Once
in the program, students will be voluntarily doing the same activities outlined in the learning
module. In order to not only encourage correct behavior but to help make a smooth transition to
beginning of the first class, positive reinforcement and feedback will be provided in the learning
module. When students finish a culminating assignment, either the designer or faculty member
will review their work and provide comments on what was done correctly and what needs to be
reviewed if there are any errors. This reinforcement will continue into their courses, where they
will receive feedback, positive reinforcement when activities are performed correctly, and
negative punishment in the form of removing points when activities are not performed correctly.
Adult Learning Theory: Overview and Applications
The third and final main theory used in the module design is Adult Learning Theory.
According to Merriam (2001), there are 5 main points to consider when designing instruction for
adults. First, it must be noted that adults can “direct [their] own learning,” (Merriam, 2001, p.5).
This is supported by the asynchronous, self-paced design of the module. Second, adult learners
bring many previous experiences with them (Merriam, 2001, p.5). While not all students will
have experience with learning management systems, a large number of incoming students will
have already used a platform similar to Moodle, and it is the hope that they will be able to apply
this previous knowledge to the new program. Third, Merriam notes that adult learners have
“learning needs closely related to changing social roles” (2001, p.5). A large number of students
are joining CS Online with the hopes of improving or changing their roles at work, looking to
become a positive example for their children, or are looking to change how they are viewed by
successfully completing a degree. Helping them feel comfortable moving forward in the program
through the initial training is a useful stepping stone. Fourth, adult learners are, “problem-
centered and interested in immediate application of knowledge” (Merriam, 2001, p.5). This
module is designed to inform students of future uses of these programs once they begin their CS
Online courses, so in addition to immediate practice during the learning module, students will
understand that these skills will be directly applied in the near future. Fifth, Merriam asserts that
adult learners are, “motivated to learn by internal rather than external factors” (Meriam, 2001,
p.5). These students have applied, been admitted, and paid to be involved in the CS Online
program and are motivated to participate in the program. To support this, the training module
provides a positive first encounter to CS Online. By preparing students through manageable,
applicable instruction, they should gain and maintain confidence in completing and submitting
assignments from their first course onward.
Media Components
After analyzing available resources, learner characteristics, and technologies available to

faculty and the designer, asynchronous instruction makes the most sense in this situation.
Moreover, it will be beneficial for the students to have a consistent learning environment, so an
asynchronous class will be the best way for them to not only become acquainted with the
knowledge, but also start to get a feel for future course structure.
Additionally, this format puts the least amount of extra work on the professors, who will
be finishing up a different course when the learning module is made available to the recently
admitted students. While they may not be able to dedicate the time to teach a synchronous online
course, it is reasonable for them to be available to answer quick questions as they arise.
Furthermore, this pre-work means that less time will have to be spent on iLearn introductions
during the course orientation, which can result in a shorter orientation for both students and
professors to commit to, more in-depth class information, and/or more time for questions about
the course, iLearn, etc.
Planned media include short step-by-step videos (with captions) explaining each task,
with an accompanying transcript document. The video itself provides a realistic preview of the
required tasks and allows the students to see how the programs are manipulated. While not only
meeting the university requirement to ensure accessibility to all students, the steps will also be
typed and available as a savable document the learner can download. This document provides an
alternative for students who prefer text to video to learn the procedures.
Furthermore, by breaking each task into a short one or two-minute lesson, students will
not be inundated with too much information at once, can easily see what each subject will be
covered, and will also more easily be able to find help for a specific topic if they need to refer to
the information later. This setup is also beneficial for the designers and instructors, as different
parts of these programs change at different times. Having separate videos for each helps to
ensure that information stays up-to-date and means only one or two minutes will need to be
updated if the usability changes.
Anticipated Challenges
As with any major project, many different types of challenges may affect the production
and posting of the module. S shifts in program structure or faculty members, illness or
emergencies, or a change in learners set to participate in the course could potentially disrupt the
process. In these cases, the design and timeline must be evaluated and adjusted accordingly to
ensure that the product will still meet the goals of the learner, designer, faculty, and CS Online
Program.
Methods
Development Plan
The MIST Fully Online program follows the same schedule as CS Online, so the course
development will be finished in December 2018. This timeline means the learning module is
projected to be completed in time for Cohort 9 of the CS Online program to participate in the
spring term of 2018. However, potential setbacks such as designer issues, faculty scheduling
problems, or an inability to find beta testers in a timely manner may prevent the project from
being completed on time. In this case, the release could be pushed back another term, meaning
that Cohort 10 would then be the first group to participate in fall of 2018.
However, as of now, the project is considered to be on track, and a tentative time
estimation is below:
 Meetings with professors/subject matter experts to discuss and refine course content: 6
hours
 Video tutorial creations: 2 hours per video including research, creation, editing,
captioning, and posting.
 Downloadable instructions: 2 hours per video
 Assignment creation: 1 hour per assignment
 Feedback survey: 1 hour
 Course shell implementation: 3 hours

 Course review with subject matter experts: 4 hours
 Beta testing with subject matter experts and CS Online alumni: 2 hours
 Revisions: 3 hours
 Opening to CS Online students: 14 days
 Outcome analysis and student feedback: 30 days
Implementation Plan
The asynchronous course is intended to be fully self-instructional. The CST 300

professors and student assistant will act as administrators and should not need much formal
training to assist students. However, they will be vital for providing feedback through the
development and beta testing. Once the project has been reviewed and approved by all
participating parties and any last-minute revisions have been made, the course will be made
visible to students.
Requirements & Resources
Requirements
It makes the most sense for the learning module to have a fully online, asynchronous
design that is also mobile-friendly to ensure that each student has an opportunity to learn. A
computer, an internet connection, and access to iLearn, Google Drive, and Blogger are already
required for the program, so requiring students to use these tools for training will help them
become best acquainted with the functionalities of these three most common CS Online features.
Moreover, it will be beneficial for the students to have a consistent learning environment, so an
asynchronous class will be the best way for them to not only become acquainted with the
knowledge, but also start to get a feel for future course structure.
Additionally, this format puts the least amount of extra work on the professors, who will
be finishing up a different course when the tech readiness module is made available to the
recently admitted students. While they may not be able to dedicate the time to teach a
synchronous online course, it is reasonable for them to be available to answer quick questions as
they arise. Furthermore, this pre-work means that less time will have to be spent on iLearn
introductions during the course orientation, which can result in a shorter orientation for both
students and professors to commit to, more in-depth class information, and/or more time for
questions about the course, iLearn, etc.
Both the creation and distribution of the Tech Readiness module should not put extra
financial or technical strain on either the student or university. Instructional tools such as
Camtasia, Adobe Captivate, etc. have already been licensed to the designer, and CS Online
students should have the same licenses and access to programs.
Resources
In order for the project to move smoothly and be implemented successfully, the designer
will need to have knowledge and skills in several areas. First, the designer must have a mastery
of learning theories, learning strategies, and know how to apply appropriate research and data to
course design.
Furthermore, the designer must have strong technical skills. In addition to knowing how
to create and publish courses on iLearn, the designer must also have strong experience creating
educational content and be personally knowledgeable about the programs that will be presented.
It is anticipated that the tutorials will be recorded via QuickTime screen capture, editing with
Adobe Premiere CC, published to a Team Drive on Google Drive, and then embedded on the
iLearn site. At this time, the designer is confident in these skills, but hopes to continue improving
workflow efficiency during development.
Timeline
Milestone Checklist
The project is broken down into four phases: planning, development, testing, and
implementation. With just under a year to go until the project is due, the designer is at the tail
end of the planning phase and anticipates being in this stage for around two more months. Then,
the designer plans to spend six months developing and refining iterations of the course, two
months testing, and then the final two months of the program implementing the module and
wrapping up the project.
Major Deliverables
Major deliverables for each section are outlined below:

 Administrator Guide
 Course shell on iLearn
 Introduction
o Course Introduction and Context Video
 Closed captions
 Downloadable transcript
o Objectives
 Displayed at the top of the shell
 Downloadable text (PDF)
 iLearn Segment
o Viewing course assignments video tutorial with closed captions
 Accompanying downloadable instructions
o Submitting assignments video tutorial with closed captions
o Viewing the gradebook video tutorial with closed captions
o iLearn Assignment: Assignment link with specifications hosted on iLearn
 Google Docs Segment
o Types of programs in the Google Suite video with closed captions
o Creating works in the Google Suite video tutorial with closed captions
o Privacy and sharing settings tutorial video with closed captions
o iLearn Assignment: Forum with specifications for students to submit Slide links
 Blogger
o Creating a blog video tutorial with closed captions
o Creating a blog post tutorial with closed captions

o Sharing a post link video tutorial with closed captions
o iLearn Assignment: Forum with specifications for students to submit blog post
links
 Summary
o Video to reiterate course objectives and tips for success with closed captions
 Feedback survey
o Anonymous Google form linked to the course shell
 Beta-Testing survey
o Google form shared with testers
In order to more fully control course sharing and ownership, each video, tutorial, instructions,
and the final evaluation survey will be hosted on a Team Drive. This way, if the administrators
or faculty members change, it will be easy to share materials, and no one person will be
responsible for the files.
Evaluation
Formative Evaluation
For the pilot class, subject matter experts and willing CS Online alumni will take the
course as students and provide feedback to ensure the course is well-developed, easy to use, and
effective. The full set of questions are outlined in Appendix A. If the reviewers rate a segment or
tutorial poorly, this will be revised before sharing with students.
Once the course is available to students, the same survey will be available at the end of
the module. Students will rate the course on its efficiency, content, timeliness, and relevance, the
same markers gauged by the testers during the pilot. If the students rated a segment or tutorial
poorly, revisions can be made before sharing with the next cohort.
Summative Evaluation
In order to determine if the training was effective, student performance when they begin
CST 300 will be compared with the initial CST 300 performance of previous cohorts that did not
receive tech readiness training, and important comparison points are outlined in Appendix B. At
this time, level 4 and 5 evaluations are not necessary for the project.
References
41 Facts About Online Students. (2015, June 02). College Atlas. Retrieved November 1, 2017,
from https://www.collegeatlas.org/41-surprising-facts-about-online-students.html
Accessible Technology Initiative. (n.d.). Retrieved November 1, 2017, from

https://csumb.edu/ati
Carter, C. (2016). CSUMB Computer Science Online Data Review 2014-2016 [PowerPoint
slides]. Retrieved November 5, 2017 from
https://drive.google.com/file/d/0B_qKYEp8_u5lb1JjUy1qcVpKVmRVR1dBZV9LMlgt
YXp6MVhR/view?usp=sharing
Clark, D. (2015, January 12). Bloom's Taxonomy of Learning Domains. Retrieved December 4,
2017, from http://www.nwlink.com/~donclark/hrd/bloom.html
CS Online Degree Completion B.S. (n.d.). Retrieved November 1, 2017, from

https://csumb.edu/scd/cs-online-degree-completion-bs
Enrollment Overview. (n.d.). Retrieved November 29, 2017, from

https://csumb.edu/iar/enrollment-overview
Harasim, L. (2017). Learning Theory and Online Technologies, 2nd Edition. [Chegg]. Retrieved
from https://ereader.chegg.com/#/books/9781317508175/
Merriam, S. B. (2001), Andragogy and Self-Directed Learning: Pillars of Adult Learning

Theory. New Directions for Adult and Continuing Education, 2001: 3–14.
doi:10.1002/ace.3
Reese, S. A. (2014). Online learning environments in higher education: Connectivism vs.
dissociation. Education and Information Technologies, 20(3), 579-588.
doi:10.1007/s10639-013-9303-7
Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of
Instructional Technology and Distance Learning. Retrieved November 10, 2017 from
http://www.elearnspace.org/Articles/connectivism.htm
Weightman, A., Farnell, D., Morris, D., Strange, H., & Hallam, G. (2017). A Systematic Review
of Information Literacy Programs in Higher Education: Effects of Face-to-Face, Online,
and Blended Formats on Student Skills and Views. Evidence Based Library and
Information Practice, 12(3), 20-55. doi:http://dx.doi.org/10.18438/B86W90
Appendices
Appendix A
Formative Evaluation Questions
These questions will be asked at the end of the iLearn, Google Suite, and Blogger segments:
1. The segment was easy to follow.

Response choices: Ratings from 1 to 5 where 1 is disagree completely and 5 is agree
completely
2. The segment took 15 minutes to complete.
Response Choices:
a. Yes
b. Somewhat shorter
c. Much shorter
d. Somewhat longer
e. Much longer
3. The tutorials prepared me to complete the culminating assignment.
completely
4. The culminating instruction assignment directions were clear.
completely
5. Do you have any other feedback, comments, or questions about this segment?
Response: Short-answer
Appendix B
Summative Evaluation Questions
These will be used by the designer to compare and evaluate performance:
1. How many students successfully completed all components of the tech readiness module?
2. Within the first two weeks of CST 300, how many submission errors occurred?
3. Of those errors, how many related to the iLearn, Google Suite, and Blogger sections,
respectively?
4. Compared to errors observed from previous cohorts, has the accuracy and timeliness of
submissions improved, stayed the same, or gotten worse?

Humphrey Capstone Proposal

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Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

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Opsi Berbagi

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Humphrey Capstone Proposal

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M.S.

in Instructional Design and Technology

CALIFORNIA STATE UNIVERSITY MONTEREY BAY

CS Online Technology Readiness

Advisor Name Signature Date

Capstone Instructor Name Signature Date

California State University, Monterey Bay’s Computer Science Online Degree

The rise in popularity of online education, especially in college environments, has

Learning Theories and Instructional Strategies

Connectivism: Overview and Applications

Created by George Siemens in 2004, connectivism is, “a model of learning that

Furthermore, the reduced emphasis on memorization opens up more time for

Behaviorism: Overview and Applications

In order to encourage this behavior, an operant conditioning approach can be taken

Adult Learning Theory: Overview and Applications

After analyzing available resources, learner characteristics, and technologies available to

 Course shell implementation: 3 hours

The asynchronous course is intended to be fully self-instructional. The CST 300

Requirements & Resources

Major deliverables for each section are outlined below:

 Accompanying downloadable instructions

Accessible Technology Initiative. (n.d.). Retrieved November 1, 2017, from

CS Online Degree Completion B.S. (n.d.). Retrieved November 1, 2017, from

Enrollment Overview. (n.d.). Retrieved November 29, 2017, from

Merriam, S. B. (2001), Andragogy and Self-Directed Learning: Pillars of Adult Learning

Formative Evaluation Questions

1. The segment was easy to follow.

Summative Evaluation Questions

These will be used by the designer to compare and evaluate performance:

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