Vargas 699 Final Cap Proposal

CALIFORNIA STATE UNIVERSITY
MONTEREY BAY
Applying the Engineering Design Process using a
Design Challenge: A Covered Wagon
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Mary Pat Vargas
September 10, 2016
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ ___________________________ __________
Advisor Name
Signature
Date
___________________________ ___________________________ __________
Capstone Instructor Name
Signature
Date
CAPSTONE PROPOSAL Mary Pat Vargas
Table of Contents
Executive Summary........................................................3
Introduction/Background................................................4
Project Background.............................................................4
Problem Description............................................................5
Analysis of Learners............................................................6
Current Performance...........................................................7
Desired Performance...........................................................7
Literature Review................................................................8
Solution Description.......................................................9
Proposed Solution...............................................................9
Goals................................................................................10
Objectives.........................................................................10
Learning Theories..............................................................12
Instructional Strategies................................................13
Theory application.............................................................14
Analysis of Content...........................................................15
Media Components............................................................16
Potential Challenges..........................................................16
Methods/Procedures.....................................................16
Major Deliverables.............................................................17
Steps for Completion.........................................................17
Resources....................................................................17
Acquiring Resources..........................................................18
Timeline/Progress Report.............................................18
Milestones........................................................................18
Evaluation and Testing Plan..........................................19
Formative Evaluation Plan.................................................20

Summative Evaluation Plan................................................20
References..................................................................21
Appendix A 2015 Survey: The Engineering Design
Process.......................................................................23
Appendix B 2016 Survey: The Engineering Design
Process.......................................................................24
Appendix C Design Challenge: A Covered Wagon..........27
Appendix D Major Deliverables...................................27
Appendix E e-learning Module (Usability Evaluation)....30
Appendix F e-learning Module (Usability Evaluation)....31
Executive Summary
Plans for delivering an elementary education curriculum that consists of
science, technology, engineering, and math (STEM) is in its infancy in the Union
School District. Key goals for the STEM program include advancing student
problem-solving abilities and collaboration through cross-curricular experiences
especially as they apply to engineering and technology. Many instructors of
younger students have long provided challenging activities that relate to
engineering. However, engineering as a subject has not been a focus of the
elementary classroom.
The writers of the Next Generation Science Standards (NGSS) intend to
create a new vision for science education. The writers of the NGSS used the
framework for science adding several conceptual shifts. This Capstone seeks to
address shift #5: Science and engineering are integrated into the NGSS from K
12, providing the impetus to formally address engineering early in a students
experience with science. It is noticeable that now engineering, technology, and
their core ideas have the same status as science (CA Department of Education,
2013).
The goal of this Capstone is to provide a curriculum that teaches the
engineering design process to elementary students through the active involvement
of an original design challenge. The young learners in the Union School District
will use six steps of the engineering design process: ask, imagine, plan, create,
improve, and share. Current resources regarding the engineering design process
lack elaboration regarding the skills or collaborations essential for application of
the engineering design process - the how is missing. This Capstone will require
students to recall understandings from a particular design challenge and connect
those experiences to the engineering design process. Additionally, the elaboration
of several core strategies: researching, brainstorming, creativity, and collaboration
occurs. These strategies contribute to the successful employment of the
engineering design process.

Currently, the instructor guides students through the engineering design
process. Instructors can easily find a few videos explaining the engineering design
process in a child-friendly tone; however, these are not interactive, and they
provide only a general view of the process. This e-learning product will provide an
interactive tool. Additionally, the use of a particular design challenge will increase
familiarity and improve comprehension regarding the engineering process.
The module will be available via a web hosting site, and the design
challenge will be accessed via a Google app, specifically, Classroom. This
Capstone completion is on target for a December delivery. The module will be
available via a web hosting site, and the design challenge will be accessed via a
Google app, specifically, Classroom. This Capstone completion is on target for
a December delivery.
Introduction/Background
Project Background
In the course of his State of the Union Address, President Obama
confirmed his support for Science, Technology, Engineering and Mathematics,
(STEM) education: I want Americans to win the race for the kinds of discoveries
that unleash new jobs - converting sunlight into liquid fuel; creating revolutionary
prosthetics, so that a veteran who gave his arms for his country can play catch with
his kid again. Pushing out into the solar system not just to visit, but to stay (2015).
Test score comparisons with multiple countries provide evidence that our students
remain in the middle of the pack in science and math abilities. In response to this,
the Obama Administration has committed to providing students with the necessary
skills to appreciate the benefits of challenging, high-paying and rewarding STEM
jobs contribute to the invention of discovery that will keep Americans competitive
in the global market.
In November of 2009, the President launched the Educate to Innovate
initiative to increase American student achievement in these subjects. This ten-year
program includes the efforts of not only the Federal Government but that of
leading companies, foundations, non-profits, and science and engineering
societies who have come forward to answer the Presidents call for all-hands-on

deck (Educate to Innovate, 2013, para. 2). The initiative to increase student
achievement in STEM fields must begin in elementary school and it requires a
mindset that diverts the attention from high-stakes testing to an educational model
that promises the introduction of STEM courses through constructivist lessons.
The Presidents call for action requires that educators embrace the constructivist
model, infuse it with creativity and provide opportunities for hands-on explorations
to solve real-world problems, encourage productive collaborations that allow for
and support disagreement and compromise, and initiate experiences with the Next
Generation Science Standards along with engineering models of problem-solving
as early as kindergarten.
The application of the engineering design process to problem solving
draws attention to a significant difference between previous science standards and
the NGSS. NGSS are rich in content and include science, technology, engineering,
and math (STEM) experiences. The engineering design process concerns the
planning, designing, and creating of useful products by using a prescriptive model.
Through this creative partnership with STEM, engineers search for the best answer
to a problem while taking into consideration the cost, efficiency, and usability of
the new product.
Educators may describe efforts to provide STEM curriculum in the
elementary school as constructivism with good reason; STEM subjects offer a
multitude of opportunities to use hands-on explorations. However, STEM lessons
must be complemented with the specifics of the engineering design process.
Problem Description
Shoenfeld (1992) acknowledges that changes in instructional style and
curricular content are needed. Renewed effort, he says, should focus on seeking
solutions, not memorizing procedures, exploring patterns, not just memorizing
formulas, and formulating conjectures, not just doing exercises (p 335). Education
has made great strides in teaching problem solving skills, evidenced by the
plethora of texts and websites describing and providing problems, still
Schoenfelds postulations remain relevant because science, technology,
engineering and mathematics (STEM) workers drive our nations innovation and

competitiveness by generating new ideas, new companies and new industries
(Langdon, McKittick, Beede, Khan & Doms, 2011, p. 1). The significance of an
instructor willing to allow students to grapple with problems without providing
answers is of utmost importance.
Unlike the scientific method: question, hypothesize, experiment, observe
and record, analyze and share, as defined in the previous California State
Standards, the outcome of the engineering design process creates a product that
solves a problem. Successful engineers apply the design process in a continual
cycle, revisiting steps to achieve a goal or to improve a product. Interactions with
the engineering design process allows students to:
Identify the problem by asking questions

Meet design criteria by imagining a solution
Collaborate and brainstorm to plan and carry out necessary tasks
Explore possibilities and create a model that solves the problem
Refine the design by looking for ways to improve
Communicate unique design properties and methods
The NGSS curriculum presents the engineering design process as a basis
for problem solving and discovery. It allows students to participate in STEM

related activities in a similar manner to that of scientists and engineers. STEM
workers play a fundamental role in our nations growth, and it is critical that
students understand and be able to apply the steps of the engineering design
process to problem solving.
Analysis of Learners
The learner population consists primarily of fourth grade students, although
the product contains appropriate scaffolds so that third and fifth grade students
may have access to the learning. The total population of fourth grade students at
Lietz Elementary School is approximately 120. Additionally, STEM students at
other district elementary schools will have access to the module. This would
provide an additional 500 users in fourth grade alone. Union School District is a
technology wonderland; beginning in third grade, all students can be described as
adept at using iPads and Chromebooks. It is likely that 98% of fourth grade
students are capable of accessing and using the module with limited instructions.

A previous survey presented in Appendix A, and conducted in September
of 2015, supplied information regarding student familiarity with the engineering
design process. As this was the first year for the STEM lab, it was not unexpected
that students lacked knowledge regarding engineering. This year, fourth grade
students at Lietz elementary have one half a years experience applying the
engineering design process. However, their understanding of the engineering
process needs further development as evidenced by the data in Appendix B.
Current Performance
A recent introduction to a new challenge for fourth grade students revealed
that relatively few (5%) raised their hands to explain what happens during the first
step (ask) of the engineering design process. Ideally, an instructor would expect to
hear several different ideas in relation to the question. Fourth grade students attend
a STEM lab session once a week. Collaboration skills are quite good for the age
group; they need few reminders to be good listeners, compromise, or to stay
involved. The lab instructor rarely intervenes to solve problems. Continued
modeling of the skills involved in the engineering design process occurs daily and
students are able to explain their thinking, problems, improvements needed, and
the next steps.
Desired Performance
The STEM labs at the elementary schools in the Union School District
have been established primarily to affect change in student knowledge regarding
the engineering design process. Students participating in the STEM lab are
expected to use the engineering design process to solve problems. Specific
competencies for the NGSS require students to effectively apply the steps of the
engineering process. This Capstone seeks to provide experience to review, interact
with, test, and participate in an engineering design challenge so that students will
meet the engineering standards of NGSS.
Ask - define and research a problem using the criteria for success or the
limits of possible solutions. Students will know that multiple possibilities
demand creativity and that research provides clarification.
Imagine - brainstorm various solutions to a given problem. Students will

know that successful brainstorming includes encouragement, compromise,
and patience.
Plan - optimize solutions by generating and testing different ideas. Students
prepare blueprints that convey their idea for construction.

Create work collaboratively to build a solution. Students know their
strengths and they volunteer to contribute in areas that develop their skills.
Improve - revise solutions several times to obtain the best possible design.
Students can objectively analyze their project and make corrections.

Share articulate the steps implemented to solve the problem. Students
know how to create a presentation using a slide show application.
Literature Review
Precious few descriptions exist from the ancient Egyptians that detail the
engineering utilized to construct the Great Pyramids, yet we continue to be
fascinated by the meticulous feat of the creation of the ancient tombs (Shaw, 2011).
One thing is certain; the ancient Egyptians did not discover how to build the
pyramids by reading a textbook in a classroom. The Egyptians satisfied their
curiosity for innovation by experimenting, observing, thinking, and learning from
their failures and successes; it was constructivism at its best.
When the U.S.S.R. launched a spacecraft in 1957, it also unknowingly
helped launch Americas educational reform. The competition demanded the
United States demonstrate expertise in technology and to accomplish this a look at
our education system was mandatory. The inherited Puritan methods were not
exceptional and thus educational theorists such as Jean Piaget, John Dewey, Lev
Vygotsky, Jerome Bruner, and David Ausubel established themselves among the
professionals who contributed to the theory of constructivism. According to
Matthews (2003), While each of these individuals had their own perspective on
human development, they shared a common belief with Dewey's progressive
approach to education, the purpose of which, in regards to education, is to facilitate
the naturally developing tendencies and potential of the child (p. 54).
Nearly every classroom in the Union School District routinely uses state of
the art hardware to enhance learning. This may include whiteboards, iPads,

android devices, Chromebooks, netbooks, Apple TVs, large screen TVs, green
screen production rooms and video cameras. The young students in the Union
School District are used to being filmed and recording themselves. They are skilled
at using bookmarking sites, researching, sharing documents and managing their
Google sites. They know how to use a multitude of apps, and they are learning to
code. Preparing young engineers by using relevant and engaging curriculum
resonates in the STEM lab. Furthermore, the design challenge and e-learning
module create an essential blended learning experience in the constructivist lab
that provides an opportunity for innovation.
Teaching learners to think is an educational approach that involves much
more than embracing a philosophy or providing tools, it includes allowing the
students to learn by doing (Bereiter & Scardamalia, 2014). This modules design
challenge allows for creativity, problem solving, discovery, and invention. The elearning section supports the learners intuitive journey through the engineering
design process by providing engaging activities that build knowledge. As educators
and instructional designers focus on promoting creativity through collaborative
knowledge-building interactions (such as this module) a new norm for educational
engagement will be created (Bereiter & Scardamalia, 2014).
Todays digital natives are accustomed to learning by doing, they enjoy
enhanced interactivity and connectivity with others and expect to learn in groups
which may be physical or virtual (Andone, Boyne, Dron & Pemberton, 2007, p.
42). This blended learning module addresses both.
Solution Description
Proposed Solution
The covered wagon design challenge was developed in the interest of
providing a relevant experience the instructional designer could reference in the elearning module. Students will complete the design challenge, and then complete
the e-learning module. This order allows students to make connections with their
previous experiences providing necessary background knowledge scaffolding the
learning. The positive feedback and fun, child-friendly clipart found in the elearning module will appeal to students. The following is a working outline of the

e-learning modules features. It is possible that feedback from beta testing will
result in changes. Additionally, the Design Challenge: A Covered Wagon can be
found in Appendix C. Changes to the design challenge will likely result as the first
users complete it.
Goals
The Presidents call for action requires that educators embrace the
constructivist model, infuse it with creativity, and provide opportunities for handson explorations to solve real-world problems. The greatest advancements in our
society from medicine to mechanics have come from the minds of those interested
in or studied in the areas of STEM (Langdon, et. al., 2011, p. 6). STEM
curriculum must engage students in the engineering process through teamwork,
provide the opportunity to analyze multiple solutions, and allow students to
innovate. Engineering projects typically involve hands-on, creative exploration and
it is something elementary learners enjoy (Jordan & McDaniel 2014). There are
many familiar toys that young learners have used at home, and the opportunity to
continue creating through hands-on constructions provides motivation.
Additionally, project-based learning challenges the cognitive skills of the learner
while providing experience with collaboration and planning through the
implementation of the engineering design process. Working knowledge of the
engineering design process is essential if educators wish to provide opportunities
to question, investigate, model, reflect, and explain. This defines innovation.
Objectives
The Accreditation Board for Engineering and Technology (ABET) provides
the following definition: Engineering design is the process of devising a system,
component, or process to meet desired needs. It is a decision-making process, often
iterative, in which the basic sciences, mathematics, and the engineering sciences
are applied to convert resources optimally to meet these stated needs (2015, p. 4).
Although the engineering design process has evolved from the
contributions of several unique processes, defining the exact steps vary by grade
level and profession. However, even the simplest design processes share the basics
of planning, imagining, creating, and communicating; therefore, fourth grade

students should expect to demonstrate competency with a five or six-step
engineering design process model.
Students in Union School District are adept at completing tasks associated
with conducting an experiment using the scientific method; after all, it has been the
mainstay of the science curriculum for at least the last ten years. The engineering
design process, although similar to the scientific method in its systematic
implementation, boasts a significant difference. Students who successfully use the
engineering design process discover a field of learning that encourages discovery,
though often through failure. The hallmark, rethinking, redesigning, and
reevaluating of the engineering design method provides young learners with a solid
introduction to the skills needed to answer President Obamas call to become
twenty-first-century leaders that can win the race for new discoveries.
The collaboration the engineering design process requires may prove
daunting to students accustomed to following directions and getting the right
answer. While the scientific method may not have consistently yielded the
predicted results, changing variables was not part of the experiment and many
students enjoyed following the directions and observing the outcome.
After completing the Engineering Design Process module, and without using any
resources, students will be able to:
Recognize the order of the engineering design process steps, and apply the
unique skills each step requires without the help of an instructor, 100% of
the time.
Use an engineering notebook to elaborate details, which may include
drawing pictures, so other students are able to decipher the plan 100% of
the time.
Work collaboratively to solve all design problems with experimentation,
compromise, and without the help of a facilitator, 100% of the time.
Learning Theories
Constructing knowledge is the foundation for the engineering design
process experience. According to Reiser and Dempsey (2012), constructivism
identifies learning as a process to make something. People make sense and

meaning out of what they encounter, thus learning occurs. Piaget, Dewey, Bruner,
Bandura, and Vygotsky, eminent, constructivist theorists, describe the instructional
principle that learners build their own interpretations and knowledge through
experiences and reflection. A well-developed STEM program must originate in the
constructivist theory. It can further be extrapolated that a summary of Bruners
constructivism when applied to instruction: experiences and contexts that motivate
the student and allow for learning, an organized structure that can be easily grasped
by the student and a design that encourages the learner to go beyond the
information given or what is expected, (Kearsley, 2013), requires creativity. This
online e-learning module will transform the understandings of the students as they
are tasked to recall the Covered Wagon hands-on challenge to build their
knowledge of the engineering design process.
Piaget. Piaget advocates holistically incorporating emotion, engagement,
and affect while educating the whole child. The educator should not provide
answers, but allow for discovery (Piaget, 1973). Furthermore, Piaget specifically
describes a necessary environment for learning as it relates to science, a foundation
of the STEM lab environment. Indeed, To Understand is to Invent is a title of
one of his papers wherein he describes several conditions for learning science. The
first condition is such that every student should be given the unparalleled
opportunity to research, then given the chance to rediscover or discover the truths
(Piaget, 1973). This sounds like several steps of the engineering design process.
Instructional designers should design curriculum for a constructivist environment
where knowledge should not be imparted to the student. Secondly, Piaget
conveyed that the teacher should have no role in the experiments and that the
students would be free to learn, explore, or play on their own. Additionally, the
teacher must not act as a lecturer, instead be more of a mentor, ready and able to
stimulate the learning of the student.
Piaget is remembered for describing four sequential stages of psychological
development of the young learner. These stages: Sensory-motor Stage, (before the
age of 2), Preoperational Stage (from age 2 to age 7), Concrete Operational Stage
(from age 7 to age 11), Formal Operational Stage (after 11 years of age) provide

the support for Piagets discovery model. This discussion will focus on the
Concrete Operational Stage. In a Piagetian classroom, notably a STEM lab, one
should expect to see drawing, model building, hands-on opportunities to see, hear,
and touch, and collaboration where students are giving and receiving instant
feedback from their peers and teachers. These manipulatives and activities serve as
building blocks for more sophisticated tasks (Ozur, 2004). In this application, they
are the mainstay of the engineering design process and will provide relevance
when students complete the e-learning module.
Bandura. Project based or cooperative learning is a familiar strategy and
although implementation may not always be practical, it can be used to improve
the learning performance of students (Hung, Hwang & Huang, 2011). Projectbased activities provide development of cooperation, compromise, self-regulated
learning, interpersonal skills, and trust as the activities usually involve cooperation
with peers. Furthermore, projects are often seen as motivating especially if the
subject is relevant and highly interesting. It must be acknowledged that learning
will occur from watching others, and the proximity and shared goals of projectbased learning are no exceptions.
Vygotsky. If we apply Vygotskys Theory of Social Cognitive Development
as a compliment to Banduras, we accept that all learners will acquire some
knowledge by virtue of his or her interaction with a group. Vygotsky (1978)
reminds us that, Over a decade even the thinkers never questioned the
assumption; they never entertained the notion that what children can do with the
assistance of others might be in some sense even more indicative of their mental
development than what they can do alone (p 32). The assumption that a learner
will learn from others in a cooperative situation may not seem as important as
being able to regurgitate facts; however, innovation does not occur without it.
Instructional Strategies
Theory application
Describing and experiencing the engineering design process occurs best with
hands-on, real-world problems. A thorough understanding of the engineering
process necessitates rehearsal of the steps by applying them to actual problems.

Several learning theories support the use of activities such as the Covered Wagon
Design Challenge:
The social learning system (Bandura, 1977), describes support for learning
through direct experience or by observing others. The engineering design
method provides opportunities for both.

The covered wagon design challenge allows discovery without giving
answers, holistically incorporating emotion, engagement, and affect while
educating the whole child (Piaget, 1973).

Higher-order cognitive outcomes will be attained when learners are
encouraged to formulate conjectures. This teaches how to think rather than
using rote memorization (Schoenfeld, 1992).

Use of the engineering design process encourages critical thinking by
requiring students to ask leading questions of their peers. Additionally, the
engineering design process utilizes cooperative learning to strengthen
communication skills. Social skills will be improved because
constructivism emphasizes collaboration (Vygotsky, 1978).

Modeling and coaching students towards skillful performance will allow
for scientifically reinforced engaged learning because imagery and
language contribute to learning (Bruner, 1964).
Learners access the e-learning module through a link provided in their
Google Classroom. Students accept a challenge to earn a sheriff badge, using a

module created in Captivate, an application used by instructional designers.
Learners of this module will participate in lessons designed to apply the four
dynamics consistently found in successful game design (Stott and Neustaedter,
2013). An elaboration follows: 1). Freedom to Fail: The design of the Captivate
module will allow for multiple opportunities to investigate possible solutions to
challenges while reinforcing identified six-step engineering design method. 2).
Rapid Feedback: The Captivate module will provide real-time feedback as a
student progresses through the module. 3). Progression: The engineering design
process, although a progressive method of solving a problem, allows for, and often
requires, a continual revisiting of each step. A reworking of a problem requires a
solid understanding of the relationship of each step in the engineering design

process. 4). Storytelling: Learners will become part of a simulated storyline that
allows for a realistic experience with the information.
Analysis of Content
Captivate Module
Description video: researching and clarification
Drag and drop: features on a covered wagon
Scenario in reference to using the design challenge
Quiz - continue only when successful
Description video: brainstorming

Realistic or impossible?
Scenario using and or but
Description video: How do engineers plan?

Label the parts of a covered wagon
Scenario in reference to blueprints.
Description video: Think outside the box.

Make the ordinary extraordinary!
Scenario in reference to following the rules.
Description video: Famous failures.

Possible improvements: e.g.: does the diameter of
a wheel make it move faster?
Scenario in reference to
Description video: How to make a TED talk

Presentation rules: outlining basics
Scenario in reference to choosing the best
Google slide.
Media Components
Expected Outcomes
Ask - what is a
covered wagon?
What are the
constraints and
possibilities?
Imagine - What will
your covered
wagon look like? A
collaborative
brainstorm session
produces more
ideas than initially
collected.
Plan What tools
or materials do you
need to build your
covered wagon?
Describe your plan
in detail with words
or pictures.
Create Assign
tasks. Establish the
talents of the team.
Communicate your
willingness to learn
from each other.
Improve - Make a
simple covered
wagon model and
improve it.
Approach failures
objectively.
Share Create a
short slide show
presentation to
share your work.

Students will access the e-learning module in the classroom. Internet
broadband width in the Union School District is fast enough to allow a classroom
of students access to the Internet at the same time. It is recommended that the
module be accessed via Google Chrome browser. Students in the Union School
district have one- to-one devices; each student has a Chromebook and in the STEM
lab, there are iPads for each student. Students will access the module by clicking
on the link provided in their Google Classroom. Students are familiar with
computer keyboard features and are able to click and drag items as required in the
module.
Potential Challenges
Fourth grade students will access the e-learning module during their class
time in the STEM lab. Two instructors will be present and can assist with Internet
or Chromebook connectivity issues. Students in the Union School District are
skilled at web navigation and few if any app problems are expected. Students will
access the e-learning through a link provided in their Google Classroom. This is
a routine activity. However, previous access to e-learning modules have resulted in
a delay in connecting to the web site and I anticipate this may occur again as thirty
plus students try to log in at the same time. Patience generally solves this problem.
The face-to-face, collaborative Design Challenge: A Covered Wagon,
presents several challenges including limited materials, access to a preferred
material, poor collaboration skills, inefficient use of time, problem solving
inexperience, and lack of imagination. These obstacles are not unique to this
particular design challenge; students strive to develop them each day. Students
must continually participate in adventurous explorations that allow them to learn
by doing.
Methods/Procedures
Major Deliverables
A summary of the deliverables for this Capstone follows. Details can be
found in Appendix D.
Design Challenge: A Covered Wagon (Appendix D)

o Lesson plan available in a shared Google document for teachers
o HTML job aids

e-learning Captivate module: The Engineering Design Process
o Hosted initially on itcdland, then later a free server
Steps for Completion

Students will complete the e-learning module in November, which allows
the instructional designer time to evaluate student achievement. Users will
complete a formative evaluation the week after they have completed the module.
This will allow substantial time for the designer to quickly and efficiently address
user technological issues and user suggestions for improvement. After the
evaluation data is collected, the e-learning module will be updated as deemed
appropriate. In addition, any technological issues or problems with user-interface
can be quickly addressed.
Resources
The design challenge requires a well-stocked STEM lab. Student design
innovation will not be limited because of lack of material. Cardboard, round items
for wheels, fabric, wire, styrofoam, glue, and balsa wood are among the materials
that will foster creativity and allow the students to successfully complete the
challenge. These materials are readily available and the expense of adding them to
the lab is accounted for in the yearly STEM lab district budget. Access to the
Internet through a stable, speedy connection is present in the Union School
District. All students have an assigned Chromebook. Providing a link to the elearning product via Google Classroom will allow simple access and avoid
confusion. Students may visit the STEM lab or complete the e-learning in their
regular classroom.
The skill level of fourth-grade students may affect the design of the
module. Although students have Chromebooks, the use of Google Classroom and
Drive in the STEM lab may prove challenging based on limited experience.
Additionally, iPad experience varies among fourth-grade students. Many
procedures familiar to the students on a Chromebook differ substantially on an
iPad; therefore, a task to snap and upload photos may require more practice.

Any lesson plan that includes using the Internet via Wi-Fi requires a
backup plan. If the school Wi-Fi is not available, the instructors best option will
be accessing the Internet through a personal hotspot. Videos can be projected using
this method. Students may take turns entering data on a (Google Apps for
Education) GAFE spreadsheet by using the instructor's computer, or the experience
may take place by using a whiteboard. Although not ideal, the Captivate module
could be played using the instructors computer and input could be solicited from
the whole class. This module relies on the use of the Internet and although some
activities may be modified for use without the Internet, some cannot. In those
cases, the instructor may use other hands-on activities that complement the unit as
suggested in the appendix of the module.
Acquiring Resources
The instructional designer will access online learning videos to refine
Captivate skills. The e-learning module requires technical expertise in order to
produce a professional looking product. These skills will be developed through
online training, class exercises, and additional support from cohort members. It is
expected that the project will need to be completed with some support from
university instructors.
Timeline/Progress Report
Milestones
Start Date
Completion

Lesson plan
Covered Wagon Challenge lesson plan first draft
Covered Wagon Challenge lesson plan (include
9/1/2016
8/25/2016
9/7/2016
Complete
teacher instructions) final

Html job aids
Introduce the Covered Wagon Challenge lesson (4 6
9/1/2016
9/15/2016
9/1/206
10/3/206
10/3/2016
11/28/2016
11/18/2016
11/18/2016
12/2/2016
12/2/2016
12/2/2016
12/9/2016
hours)
Design challenge user evaluation
Design challenge user analysis
Revision/final draft based on usability evaluation &
analysis
E-learning Captivate Module

Captivate module Storyboard
e-learning module creation:
e-learning clip art design (a graphic artist will
complete this)
Introduction to the STEM lab (iMovie shares activities in
the lab)
Ask section
Imagine section
Plan section
Create section
Improve section
Share section
Summary Quiz
Testing/revision
Beta Launch of e-learning module
e-learning program user evaluation
e-learning program learner analysis
Revision/final draft based on usability evaluation &
analysis
Final e-learning Program Submitted
Demonstrated
9/1/2016
9/1/2016
9/16/2016
11/28/2016
9/12/2016
10/12/2016
1/25/2016
Complete
9/12/2016
9/19/2016
9/26/2016
10/3/2016
10/10/2016
10/17/2016
10/24/2016
11/1/2016
11/28/2016
12/05/2016
12/05/2016
9/19/2016
9/26/2016
10/3/2016
10/10/2016
10/17/2016
10/24/2016
11/1/2016
11/15/2016
12/2/2016
12/12/2016
12/12/2016
12/12/2016
12/13/2016
12/13/2016
Jan. 2017
Evaluation and Testing Plan

Formative Evaluation Plan
Instructors will culminate each days lesson by soliciting comments from
the students regarding their progress. Informal queries may include questions
similar to: What did you like about the challenge? Using one word, describe
your day in the lab. If you could change one thing about the challenge, what
would it be? What was most challenging about today? Weekly articulation
meetings with classroom teachers will involve an honest review of necessary
improvements to the lesson. Additionally, two evaluation usability surveys,
Appendix E, and Appendix F, will be prepared and utilized to improve the
Capstone product.
Summative Evaluation Plan

A concise online survey will compile recommendations from classroom
teachers and students. The survey offers teachers an additional opportunity to

share. However, it may be that most teachers will not find the time to complete a
formal evaluation (Appendix F); therefore, the informal evaluation will be most
valuable. Additionally, program director and school site principal classroom
observations will provide academic knowledge that will be used to improve the
activity. A formal evaluation will be developed in response to observed interactions
during the lessons. Quantitative measures obtained from the students who
complete the Captivate module will be evaluated and compared to the learning
objectives.
References
Andone, D., Dron, J., Pemberton, L., & Boyne, C. (2007). E-learning
environments for digitally-minded students. Journal of Interactive
Learning Research, 18(1), 41.
Appendix I - engineering design in NGSS - FINAL_V2.pdf Retrieved from
http://www.nextgenscience.org/sites/ngss/files/Appendix I - Engineering
Design in NGSS - FINAL_V2.pdf.
Bandura, A., & McClelland, D. C. (1977). Social learning theory.
Bereiter, C. & Scardamalia, M. (2014). Point of view education for innovation:
Beyond '21st century skills'. Educational Technology Research and
Development, (January - February), 61.
Bruner, J. S. (1964). The course of cognitive growth. American Psychologist,
19(1), 1.

Criteria for accrediting engineering programs, 2016 2017 | ABET Retrieved from
http://www.abet.org/accreditation/accreditation-criteria/criteria-foraccrediting-engineering-programs-2016-2017/ .
Educate to innovate. (2015). Retrieved from
https://www.whitehouse.gov/issues/education/k-12/educate-innovate
Hung, C., Hwang, G., & Huang, I. (2012). A project-based digital storytelling
approach for improving students' learning motivation, problem-solving
competence and learning achievement. Educational Technology & Society,
15(4), 368-379.
Jordan, M. E., & McDaniel Jr, R. R. (2014). Managing uncertainty during
collaborative problem solving in elementary school teams: The role of peer
influence in robotics engineering activity. Journal of the Learning
Sciences, 23(4), 490-536.
Kearsley, G.The theory into practice database.
Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM:
Good jobs now and for the future. ESA issue brief# 03-11. US Department
of Commerce.
Matthews, W. J. (Summer 2003). Constructivism in the classroom: Epistemology,
history, and empirical evidence. Teacher Education Quarterly, 30(3), 5164.
Obama, B. (2015). Remarks by the president in state of the union address .
(Speech).
Ozer, O. (2004). CONSTRUCTIVISM in piaget and vygotsky. The Fountain
Magazine, 48, 1-3.
Piaget, J. (1973). To understand is to invent: The future of education. New York,
NY: Grossman.
Reiser, R. & Dempsey, J. (2012). Trends and issues in instructional design and
technology. Boston, MA: Pearson.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving,
metacognition, and sense making in mathematics. Handbook of Research
on Mathematics Teaching and Learning, , 334-370.

Shaw, J. (2003). Who built the pyramids? archaeologist mark lehner goes beyond
the" gold bowls and mummies" school of egyptology and pieces together a
deeper understanding of an ancient society. Harvard Magazine, 105(6), 4249.
Stott, A., & Neustaedter, C.Analysis of gamification in education.
Vygotsky, L. (1978). Interaction between learning and development. Readings on
the Development of Children, 23(3), 34-41.
Appendix A 2015 Survey: The Engineering Design Process
Student confidence with STEM subject matter (2015)

Likert Scale: Need more experience
Sci
Techno
Engine
enc
logy
ering
e
17.
16.8%
49.1%
2%
Ar
t
M
at
h
8.
6
%
12.
4
%
Note: Percentages should not be added, they are derived from
separate Likert Scales for each subject. For the full report see
Table 2 in the appendix
Table 1
Appendix B 2016 Survey: The Engineering Design Process
Appendix C Design Challenge: A Covered Wagon
Appendix D Major Deliverables

Introduction
Covered
Wagon
Challenge
Html job aids
Ask
Imagine
Necessary Elements
Deliverables
Video played over Wi-Fi The Engineering Design Process
explained, video: NASAs BEST
Students, What is Engineering?
Produced by NASA/Goddard Space
Flight Center (2015).
Chromebooks and
Internet access
Chromebooks for each
student
Internet research
directions
Hands-on drawing and
Detailed instructions for multiple steps

in the engineering design process.
A description of the Covered Wagon
challenge. Various materials will be
available. Additionally, through the
ask process students will investigate
the need for additional material. GAFE:
Google classroom question: What
additional materials would satisfy the
challenge?
GAFE: Students create a shared Google

design exploration
iPads for each student
spreadsheet for brainstorming. Students

contribute original designs. Provide
some materials so that students may
explore.
Plan
iPads for each student
Students use individual engineering
and engineering
notebooks to draw models of their plans
notebooks to draw.
for a covered wagon.
Students take pictures their drawings
with iPads.
4th or 5th grade
Suggested grade level
GAFE: Instructions to students include:
Work collaboratively to create a covered wagon. Requirements follow:
Challenge Description
uploading their pictures in the shared
The wagon may not be larger than 18 inches in length. It should be able to turn
Google
slides.
by usinga rope attached
to the axle,
it must use wheels, it should float for 30
seconds, it must have aMake
cover and
it must
hold theon
weight
of 10 large washers.
one
comment
a classmates.
Usingthe engineeringdesign process, work collaboratively to create a design
Objective
Instructor
prepared job aide to describe
that attempts to solve the
problemusingclassroomresources,
experimentation,
how
take
a picture100%of
and upload
it to
and compromise without
the to
help
of a facilitator,
the time.
Next GenerationScienceS
tandards
: EngineeringDes
Standards
Google
drive
placed atignteam tables.
3-5-ETS1-1. Define a simple design problemreflectinga need or a want that
Create
iPads forincludes
each student
Verify
that and
all students
loginstime,
andor cost.
specified criteria
for success
constraintshave
on materials,
3-5-ETS1-2.
compare multiple
possible
solutions to
a problem
and Google
Drive,Generate
and and
passwords.
Hands-on
creations
are
based on how well each is likely to meet the criteria and constraints of the
miscellaneous
supplies
photographed and uploaded to Google
problem.
to build aNex
covered
Drive.
Make
miscellaneous
materials
t GenerationScienceS
tandards
: Energ
y
4-PS3-1.
Use
evidence
to
construct
an
explanation
relatingthe
speed
wagon.
available. Allow time for students
toof an
object to the energy of that object.
share their designs. Create a Google
4-PS3-2. Make observations to provide evidence that energy can be transferred
spreadsheet
forand
students
to write
fromplace to place by sound,
light, heat,
electric currents.
4-PS3-3. Ask questionscomments
and predict outcomes
about the changes in energy that
or critiques.
occur when objects collide
Improve
Google spreadsheet
the Google
spreadsheet
last
4-PS3-4. Apply scientificAccess
ideas to design,
test, and
refine a devicefrom
that converts
fromone
formto
another.
Previous energy
weeks
covered
week
and review comments and
energy, and buoyancy
Across the Curriculum wagons Science: Potential, kinetic
critiques
to improve models.
Social Science: United States Westward Movement
Share
Community/parents
Designs
be shared atfiction
a STEM
Openthe
LanguageArts:to
Patty Reeds
Doll orwill
any text/historical
that involves
Westward
Movement.
view the product
House in May.
Math: Measurement
Prepare
museum
describing
the This
A familiarity with the United
States
Westwardcards
Movement
is not essential.
Introduction
engineers.
challenge may be conducted
in fourth grade as a preview to the required social
science unit in fourth grade
or it can
be used
a follow-up lesson later in the
Provide
cards
forascomments.
school year.
e-learning
Dependingon your students experience with collaborative design challenges
Background
you may want to start by providingdirections to a simple covered wagon:
Module
wheels, paper or cloth cover, and axles. Students can make a few changes to
Examples of
Captivate
Module
An interactive
module that
educates
change
to the simple design
before experiencingthe
challenge
of this lesson.
the
Chromebooks
for
each
students
regarding
the
six
steps
of be
theused as
Various
wheels
fromLegos
or
KNEXor
other
round
things
that can
Materials
wheels,
cardboard,
Styrofoam,
cloth,
paper,
bamboo
skewers
and
various
other
engineering
student
engineering design process.
scraps of materials.
design
Captivate Module:
https://archive.org/details/msdos_Oregon_Trail_Deluxe_The_1992
Classroomenrichment:
process
Demonstration of each step in the
engineering design process will be
Fall 2016
covered marvargas@csumb.edu
through the use of scenarios.
Users interact with various activities
(outlined in the Captivate Module
description).
Appendix E e-learning Module (Usability Evaluation)

The online survey will include the following but may be modified based on
observations during beta testing:
Just as you evaluated your covered wagons to make improvements, I would like to
do the same with my e-learning module. Your opinions are important. Please
answer the following questions in regards to the functionality (how things worked)
of the program. Your honesty is appreciated and it will help me improve the
product for future students.
Respond to the following statements using this 5-point scale:
1. Strongly Disagree
2. Disagree
3. No Opinion
4. Agree
5. Strongly Agree
The background music was enjoyable.
The music was the correct volume.
The audio was the correct volume.
The spoken words were easy to understand.
The colors used in the slides are attractive.
The Wild West themed clip art in the slides is pleasing.
The buttons and interactive elements on the slides worked well.
I understood how to use the buttons and interactive elements.
Rate this e-learning from 1 to 10.

(10 meaning its the best ever and 1 meaning you would not recommend it)
Short answer question:

In the space below, please describe any recommended improvements.
Appendix F e-learning Module (Usability Evaluation)

The online survey will include the following but may be modified based on
observations during beta testing:
Now you will answer a few questions about how you feel about the training. Your
honesty is appreciated.
Which section contained your favorite activity? (Ask, imagine, plan, create,
improve, share)
Which section was your least favorite activity? (Ask, imagine, plan, create,
improve, share)
How did you feel about the quiz questions?

1. Too easy
2. Just right
3. No Opinion
4. Difficult
5. Much too difficult
Short answer question:

Is there any information you feel should be included in the training?

Vargas 699 Final Cap Proposal

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Vargas 699 Final Cap Proposal

Transféré par

Droits d'auteur :

Formats disponibles

CALIFORNIA STATE UNIVERSITY

CAPSTONE PROPOSAL Mary Pat Vargas

Evaluation and Testing Plan..........................................19

Formative Evaluation Plan.................................................20

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

Identify the problem by asking questions

for problem solving and discovery. It allows students to participate in STEM

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

Imagine - brainstorm various solutions to a given problem. Students will

prepare blueprints that convey their idea for construction.

Students can objectively analyze their project and make corrections.

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

method provides opportunities for both.

educating the whole child (Piaget, 1973).

using rote memorization (Schoenfeld, 1992).

constructivism emphasizes collaboration (Vygotsky, 1978).

Google Classroom. Students accept a challenge to earn a sheriff badge, using a

CAPSTONE PROPOSAL Mary Pat Vargas

Description video: brainstorming

Description video: How do engineers plan?

Description video: Think outside the box.

Description video: Famous failures.

Description video: How to make a TED talk

CAPSTONE PROPOSAL Mary Pat Vargas

Design Challenge: A Covered Wagon (Appendix D)

CAPSTONE PROPOSAL Mary Pat Vargas

o HTML job aids

Steps for Completion

CAPSTONE PROPOSAL Mary Pat Vargas

Design Challenge: A Covered Wagon

teacher instructions) final

CAPSTONE PROPOSAL Mary Pat Vargas

Evaluation and Testing Plan

Summative Evaluation Plan

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

Appendix A 2015 Survey: The Engineering Design Process

Student confidence with STEM subject matter (2015)

Appendix B 2016 Survey: The Engineering Design Process

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

CAPSTONE PROPOSAL Mary Pat Vargas

Appendix C Design Challenge: A Covered Wagon

Appendix D Major Deliverables

Hands-on drawing and

Detailed instructions for multiple steps

CAPSTONE PROPOSAL Mary Pat Vargas

spreadsheet for brainstorming. Students

Design Challenge: A Covered Wagon

CAPSTONE PROPOSAL Mary Pat Vargas

Appendix E e-learning Module (Usability Evaluation)

CAPSTONE PROPOSAL Mary Pat Vargas