CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Panorama Science eTools Online Training

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Eva Morris

September 5, 2017

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ ___________________________ _____________

Advisor Name Signature Date

___________________________ ___________________________ _____________

Capstone Instructor Name Signature Date
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 2

Table of Contents
Executive Summary ...................................................................................................................... 4

Introduction and Background ..................................................................................................... 5

Project Background ................................................................................................................... 5

Problem Description ................................................................................................................. 5

Target Audience ........................................................................................................................ 6

Desired Outcome ...................................................................................................................... 7

Environmental Scan/Literature Review .................................................................................... 7

Solution Description...................................................................................................................... 9

Goals of the Project ................................................................................................................... 9

Learning Objectives .................................................................................................................. 9

Proposed Solution to Fill the Gap ........................................................................................... 10

Content Outline ....................................................................................................................... 11

Learning Theories, Instructional Principles and Strategies .................................................... 15

Instructional Design Theories ........................................................................................... 15

Learning Theory................................................................................................................ 17

Media Components/Delivery Format ..................................................................................... 18

Anticipated Challenges ........................................................................................................... 18

Methods and Procedures ............................................................................................................ 19

Design and Development of the Project ................................................................................. 19

Steps to Finish Project ............................................................................................................ 20

Resources ..................................................................................................................................... 20

Budget ..................................................................................................................................... 20

Hardware/Software ................................................................................................................. 21

Technical Skills ....................................................................................................................... 21

CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 3

Timeline ....................................................................................................................................... 21

Milestones ............................................................................................................................... 21

Evaluation and Testing Plan ...................................................................................................... 22

Formative Evaluation Plan ...................................................................................................... 22

Summative Evaluation Plan .................................................................................................... 23

References .................................................................................................................................... 25
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 4

Executive Summary
National Geographic Learning, a subsidiary of Cengage, is a leading educational
publisher of PreK12 School and English Language Teaching. The company is in the process of
a developing a brand-new program called Panorama, which is a reading program for grades K-6.
The teaching material provided in this program ranges from student books (English/Spanish),
teacher guides, assessments, and a vast array of other resources. The content is made available in
a print and digital edition, with the digital edition featuring added content and functionality such
as video, audio, interactive work text, as well as eTools for the teachers to assign lessons and
grade students. The first phase of this program is Panorama Science, a reading program with a
focus on Science content. The digital version of Panorama Science will be hosted on a
proprietary platform owned by Cengage called MindTap for School.
The Panorama Science program as well as the platform are brand-new, and no training as
to how to navigate the website or use the eTools currently exists. The goal of this capstone
project is to provide training that serves as an introduction to the website and to the eTools for
the target audienceK-6 reading teachersin the context of the Panorama Science program.
The training is broken up into five modules, and the training content will range in complexity,
from entry-level tasks, such as the navigation of the MindTap for School website and an
overview of the eTools available on the platform, to more advanced content, such as the process
steps of how to create a lesson assignment for students.
Feedback in previous programs (in form of help desk tickets or direct feedback to
company representatives) that are similar to Panorama Science revealed that there is a need for
training in order to enable teachers to use the available resources effectively and to their fullest
extent, without having to spend much of their time exploring the platform through trial and error.
Without an introductory training, there is a risk that the teachers will spend valuable time trying
to figure how to use the platform, use the online tools inefficiently, grow frustrated, even may
reject the use of the digital edition in the classroom altogether.
The planning of the online training started in July 2017, and development of the training
will be completed and ready for implementation by December 2017. The training modules will
be accessible through the Panorama Science homepage, which is password-protected, readily
available to the platform users on an as-needed basis. The online training is scheduled to be
rolled out to customers as part of the official Phase I program launch on December 31, 2017.
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 5

Introduction and Background

Project Background
National Geographic Learning (NGL) is currently in the middle of developing a brand-
new reading program called Panorama Science. It is a three-year program, and the first phase of
the program is scheduled to release to the market on December 31, 2017. This program will be
comprised of National Geographic trade books and media, in English and Spanish, with teaching
materials that focus on the reading strands of the Common Core State Standards (CCSS). In
addition, the texts will cover grade-specific content from the Next Generation Science Standards
(NGSS) to ensure that elementary teachers are able to cover both Science and reading instruction
in their classes. No other program offers to cover both the CCSS and NGSS in a single solution
with authentic content.
Panorama Science will be offered to customers in print format, digital format, and a
combination of both, giving teachers the flexibility to implement the program in the classroom
that is most suitable to their environment, regardless of the level of technology available in the
classroom. The digital content is hosted on a proprietary company-owned platform called
MindTap for School, and it is accessible to students and teachers alike through a secure,
password-protected login.
The digital edition of Panorama Science offers teachers a variety of tools that will enable
them to be more efficient and effective in the classroom, such as creating lesson plans and
performing student grading. Students on the other hand can access learning material that has
been assigned to them by their teachers. The digital content differentiates itself from the print
format as it provides additional features such as videos, as well as student books with additional
functionality such as audio and interactive work text.
The program is already featured in the companys 2017-2018 catalog, and the official
Phase I roll-out to customers is scheduled for the end of December 2017. Initial adaption will be
low, with numbers picking up in the Spring 2018. It is estimated that Panorama Science will be
available in thousands of classrooms across the U.S. and Canada by the end of the school year.
Problem Description
Both, the Panorama Science program as well as the MindTap for School platform are
new developments that have received no (Panorama Science) or very limited (MindTap for
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 6

School) exposure. To date, only one small history program has been published on this platform
to a limited audience (in June 2017). The target Panorama Science audienceK-6 reading
teachers in the U.S. and Canada with a wide age range and different levels of knowledge,
particularly when it comes to technologyis not familiar with this new platform. Due to the
platform configuration being so new, there is also a small chance that not all functionality on the
website will be intuitive right from the start.
A professional development team will support reading instruction as well as Science
instruction for those teachers who feel less comfortable with the content of this new program.
Aside from familiarizing themselves with how to use and effectively implement the Panorama
Science program in the classroom, teachers with access to the digital edition of the program will
also have to learn the new online platform. However, there currently is no training in place how
to use the platform and its eTools. Without training, this can quickly lead to frustration, time-
consuming exploration of online tools that were designed to make the life of a teacher easier,
inefficiency in the classroom, and ultimately negative feedback from the stakeholders.
Initial discussions regarding this e-Learning training started in May 2017. Over the
course of several months however, the training shifted from introduction to the Panorama
programnow covered by the professional development team at Cengageto the introduction
of the online platform and its eTools. Beginning late July 2017, the instructional designer began
to meet with the subject matter experts (SME) for gap analysis, to determine the most urgent
training needs, decide on training milestones, and establish a timeline.
Target Audience
The target audience for the Panorama Science program consists of K-6 English and
Spanish reading teachers in the United States and Canada. According to the National Center for
Education Statistics, the average age of elementary school teachers is 44.4 years (2007-2008).
Female teachers dominate in this profession: only 13.2 percent of elementary teachers are male,
opposed to 86.8 percent female teachers.
The numbers are similar in Canada, with roughly two-thirds of the Canadian teachers
ranging in age from 30 to 49 years old (Source: Canadian Government, March 2017). The ratio
of male teachers (26%) is slightly higher compared to the US data, although the Canadian
statistics include both elementary and secondary schools.
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 7

Desired Outcome
For teachers to efficiently and effectively use the platform and eTools of the Panorama
Science program, the goal of this training is to train teachers in how to use the digital edition of
Panorama Science and implement it in the classroom without much lead time, or having to set
aside a large amount of time for training.
The training will be accessible from the Panorama Science homepage. By breaking the
online training into multiple modules, each lasting 15 minutes or less, teachers will be able to
take the training at their own pace as it fits into their busy schedule. Aside from a quicker
onboarding process, this training also has the goal to reduce anxiety that is often associated with
learning new technology. As a result, teachers will be able to teach more effectively and
efficiently with these eTools at their fingertips, decreasing the frustration that is often associated
when learning a new technology. They will also be able to explain the eTools to their students
much better and more confidently after they have gone through training themselves.
If the initial training rollout is a success, there is a potential to expand the training. This
could either be in form of extending the target audience from teachers to students, or by adding
additional modules in subsequent phases of the program, such as Panorama Social Studies.
Environmental Scan/Literature Review
The Panorama Science program is available in both print and digital format. While the
teaching material in print is very comprehensive, students will have a much richer experience
with the digital edition, as additional content such as video is available that is not part of the
printed format. In addition, tools such as lesson assignments and grading enables teachers to be
more efficient in their classroom.
Although there are many advantages to the digital version of the Panorama Science
program, teachers may opt to use the printed teaching material due to lack of technology
available in the classroom (e.g., slow/no internet access, or lack of computers). Teachers may
also avoidor at a minimum delaythe move to digital if they are uncomfortable with
technology, either due to lack of teacher time for training, or the lack of training itself.
According to the U.S. Congress, Office of Technology Assessment (1995), teachers receive very
little in staff development time, and unless teacher are given the opportunity to explore and learn
new technology, the barrier to implement technology in the classroom will remain. Moursund
(1992) determined that high technology on the job will ultimately fail if employees dont receive
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 8

adequate training. By providing online training that also demonstrates to teachers the benefits of
the eTools, the goal is to minimize the fear and encourage the implementation of the system in
the classroom. In another report by the U.S. Department of Education (2010), public schools
reported that a combined two-thirds of elementary school teachers helped integrate technology
into instruction to a major extent (20%) or moderate extent (47%). Giving teachers the
appropriate training to make technology integration successful in the classroom is crucial.
The Panorama Science training will be developed in form of microlearning modules.
Buchem and Hamelmann (2010) define microlearning as short activities (few seconds up to
about 15 minutes) that can be easily and flexibly integrated into everyday activities. Since
microlearning does not demand long attention spans and long-time involvement of the learner, it
can be easily used to support on-demand and in-between learning. There are many benefits to
microlearning, such as reduced costs, increased accessibility, and the ability for self-pacing.
Clarke and Hermens noted that online education has the benefits of scalability, easy access and
timeliness, all of which are extremely desirable in today's economic climate (2001). This is
crucial for Panorama Science with learners of a wide range of levels of experience spread across
the entire country. In addition, Bartley and Golek argued that Online training is learner-
centered, which allows learners more control with course pacing, sequencing and styles (2004).
For these reasons, the Panorama training will be implemented online, and structured to conform
to the norms of microlearning.
K-6 teachers span a wide age range and level of expertise at the time of their training,
which means that the learning environment of the technological professional development must
be sensitive to the individual teacher's level of expertise and experience (Browne & Ritchie,
1991; Shelton & Jones, 1996). Each training module will include a screencast that walks the
learner in detail through each step of the process as a means to accomplish the training objective.
Advanced learners will have the opportunity to bypass this step and move on to an advanced
activity, such as an interactive segment that provides scaffolding.
The training for digital edition will also need to be linked to the educational objectives:
The technological training must have an instructional focus that guides teachers to think first
about their curriculum and then helps them address how to integrate technology into the
curriculum (Guhlin, 1996; Persky, 1990).
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 9

Solution Description
Goals of the Project
The goal of this project is a high training participation rate of Panorama Science digital
edition users, who will be utilizing the eTools for the Panorama program, either by using all or a
selected number of training modules, depending on their prior knowledge of using other online
platforms and eTools. By learning how to use the platform and the eTools in a short amount of
time, teachers will be able to focus on the essentials of the program: teaching students.
Benefits of the training:
getting up to speed to use the online platform effectively
learning about the eTools offered in the digital edition
getting comfortable with the platform
practicing the use of eTools through interactive modules
teaching students how to use the online platform with all its features
Learning Objectives
Blooms Taxonomy identified three domains of educational activities or learning:
cognitive, affective, and psychomotor. In this training, the cognitive and affective domains play a
dominant role. Elements from the cognitive domain such as remembering, understanding,
applying and creating are implemented, as learners are tasked to practice the procedural steps,
and create their own assignments.

Source: http://www.nwlink.com/~donclark/hrd/bloom.html
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 10

Upon completion of the e-Learning training, teachers will be able to (cognitive domain):
Identify the primary tools the MindTap for School website offers through the
Panorama Science program. (Knowledge/Remembering)
Demonstrate an effective application of the search tool on the website. (Application)
Create their own lesson assignment in MindTap for School. (Creating/Synthesis)
Assign content in MindTap for School to students with a start date and due date.
(Creating/Synthesis)
Recall how to perform manual grading using the platform.
(Knowledge/Remembering)
Demonstrate two student experience options (audio/interactive work text).
(Application)
Explain in their own words the purpose of modified text. (Understanding)
Demonstrate the functionalities in My Vocabulary Notebook, both from a student as
well as teacher view. (Understanding)
The affective domain includes motivation and attitude. The goal of the training is to
motivate teachers to become very proficient in the use of MindTap for School, so they can
efficiently deliver the content and engage their students.
A portion of the training will need to address the attitude of the teacher. The training
requires more of theiralready limitedtime, and will subsequently result in resistance if the
long-term benefits of the training are not stated. In addition, training must be set up so that the
teachers, especially the more advanced users, are convinced that taking the training is a better
option than to learn the websites eTools, through trial and error.
Proposed Solution to Fill the Gap
A professional development team at Cengage is working on training material for the
Panorama Science program, which focuses on how the program works in generalespecially in
the context of CCSS and NGSSand how it is to be implemented in the classroom. The training
proposed here on the other hand will specifically focus on how to use the digital teaching
material for Panorama Science program using the platform MindTap for School.
In discussion with the Program Director as well as the SMEs, training areas have been
identified that are most important and urgent in order for the teachers to be able to use the eTools
right away.
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 11

It is anticipated that this online training will:

increase positive feedback of the online platform
lessen frustration by learners/teachers
result in a higher acceptance rate of the digital edition of the program
Accessing the training from a mobile device is taken into consideration, but due to the
limited timeline of this project, it is excluded from the initial training delivery. In the initial roll
out of the training, the target audience is also limited to teachers, even though the platform is
used by both students and teachers.
The training modules will address a wide variety of technological skills through
scaffolding. Although the website and ePub navigation modules are recommended for all users,
as the design and configuration of the platform is customized for the company and program,
more advanced users will most likely jump in and start navigating available tools on their own,
and then take the more advanced classessuch as grading, assigning lessonsas needed.
Content Outline
The target audience consists of a broad age range, with varying degrees of expertise in
teaching and familiarity with online systems. The training module outline was developed in
discussion with the SMEs. The training is broken into five different modules, ranging from very
basic training such as how to navigate the website, to advanced training such as how to create an
assignment or grade students.
All modules will include an introduction, stating the learning objectives of the module,
and a screencast/software simulation (each lasting five minutes or less) that covers the learning
content of each module in more detail. The screencasts are particularly useful for novice
learners; more advanced learners or learners that come back for refresher training can bypass this
feature. The adult learners who are taking this training may already know some or all the steps to
complete each assignment and decide that they do not need to watch the screencast in order to
complete the other segments of the training. However, if they find themselves struggling through
the remainder of the module, they can access this additional resource at any time.
Several of the modules will contain practice activities, and the learner will have unlimited
number of tries to practice these activities as a means to build confidence in using the eTools. In
addition to the training structure mentioned in the paragraph above, a further breakdown of each
module is outlined next.
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 12

Module 1: General Navigation of Homepage

Training Content: This module gives the learner an overview of the website, all the eTools that
are available in the teacher view (student view is much more limited), their functionality
(high-level), and how and where to access them. The module is highly recommended for all
learners, but particularly users that are new to the platform. They will learn about the following
features:
Splashcard (different look and feel upper/lower grades, teacher/student)
TOC: Lessons
Standards/Correlations
Search (Filter)
Resources
My Vocabulary Notebook ( advanced: module 5)
Library Link
Assignments Card (potentially only Gr. 3-6, advanced: module 2)
Back to Homepage (NGL logo)

Training Solution: As is the case with all modules, this module will include a screencast. In this
module, the screencast walks the learner through the website navigation. Advanced learners have
the option to bypass this step and access an interactive activity with a display of the website that
includes clickable links, each explaining various sections of the website and their functionality.
This activity provides necessary background to the learners and allows them to get direct access
to information that is most relevant to their needs. Being able to directly access this segment
within the module enables learners to return to this segment and get a quick and instant refresher
of the navigation without having to view the entire screencast again.

Module 2: Create an assignment

Training Content: The second training module dives into a more advanced feature of the website,
creating an assignment for students. This module is highly recommended for learners of all
levels. In this module, learners will:
receive an overview of the dashboard
learn how to assign content to students (start date/due date)
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 13

learn how to use the Quick Assign feature

experience how data appears in the grade gook after student has completed
assignment (the grade book will be covered in more detail in module 3; learners are
encouraged to continue with module 3 next)

Training Solution: Learners will receive an overview of the dashboard, and receive step-by-step
instructions how to create an assignment in the screencast. An interactive learning activity offers
the learner an opportunity to practice creating an assignment as many times as needed until each
step is internalized. If the learner struggles, then scaffolding in form of clues will be provided.
However, the focus is on showing the learner how to proceed (provide constructive feedback as
result of their choice) rather than telling them what to do (Moore, 2011), to ensure the highest
learning outcome.

Module 3: Grade Book

Training Content: The second module provides a high-level overview of the grade book, and this
third module will outline its purpose and functionality in more detail. In this module, learners
will:
learn about definition and purpose of the grade book is (must be included, especially
if the learner is accessing the modules out of order)
acquire skills how to use the grade book and how to grade students
learn how to do manual grading of constructed-response items
find out how to view student responses (after grading)

Training Solution: Learners will receive an overview of the grade book, and receive step-by-step
instruction in the screencast how use the grading tools. An interactive learning activity gives the
learner the opportunity to practice grading and to internalize each step. Scaffolding in form of
clues will be provided. As is the case in module 2, the focus is on showing the learner how to
proceed rather than telling them what to do.

Module 4: Student Experience

Training Content: This module provides the learners with an overview of the student experience
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 14

in MindTap for School, featuring tools and material that students can access, given their
permissions (limited compared to teacher access). This module allows the teacher to simulate the
student environment without having to log out of their teacher account and log in with a student
account. Although the end user is the student, it is important for the teacher to not only know
what the student sees and can access with student permissions, but must also be able to explain
the features to the students in the classroom.
The learner will learn how to:
navigate the ePub (electronic student book)
enable audio
enable modified text (MT)
use the Table of Contents
use the full screen feature (within a lesson)
add a bookmark
add notes
navigate a lesson

Training Solution: An interactive learning activity will let the learner practice various features
from a students point of view. The target audience for this module is the teacher, but if it proves
to be effective, it can be expanded to a student module in future training development. A quiz at
the end of the module will test the learners knowledge, comprehension, and application of the
module content.

Module 5: My Vocabulary Notebook

Training Content: Students have access to a vocabulary notebook, which they can edit as needed
to gain practice with new vocabulary. As is the case with module 4, it is important for the learner
(teacher) to know how this tool functions so it can be taught to students in the classroom
effectively. The learner will acquire skills how to:
add a word
edit a word
delete a word
navigate this eTool in the teacher view
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 15

Training Solution: An interactive learning activity will let the learner practice various features
from the point of view of a student login. The target audience for this module is the teacher, but
if it proves to be effective, it can be expanded to a student module in future training
development.

Learning Theories, Instructional Principles and Strategies

Instructional Design Theories
Instructional theories are prescriptive in nature and are concerned with what the
instruction should be like. For this e-Learning course, two instructional theories have been
chosen: Gagn and Vygotsky.
Gagns Nine Events of Instruction
The most obvious sequence follows the order of simple (prerequisite skills) to complex
(target) skills, the latter of which take longer to accomplish. (Gagne, Briggs, Wager 1998).
This e-Learning course will incorporate Gagns Nine Events of Instruction. The nine
events can be divided up into three different stages: Engagement (events 1-3), Delivery (events
4-6) and Assessment (events 7-9):
1. Gaining Attention by appealing to the learners interest, asking questions to get the
learner to think and involved, integrate storytelling to make the content of the module
relatable.
2. Informing Learner of the objective by describing the learning outcome and the
anticipated learner performance by the end of the module. [] it is probably best not
to take the chance of assuming that the student knows what the objective of the lesson
is (Gagn, 1998).
3. Stimulate recall of the prerequisite learning to get the learner engaged with the
content of the course. This will be achieved by asking open-ended questions
regarding the learners prior experience and knowledge. This event will be of
particular importance in module 2 (lesson assignment), module 3 (grading), and
module 5 (vocabulary notebook). The recall of previously learned capabilities may
be stimulated by asking a recognition, or better, a recall question (Gagn, 1998).
4. Presenting the stimulus material through multiple delivery platforms (screencast,
interactive learning activity, content chunking, and storytelling).
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 16

5. Providing learning guidance in form of scaffolding by offering clues if the learner is

unable to complete an activity. The learner may be able to see this rule
immediately. If not, he may be led to its discovery by a series of communications in
the form of hints or questions (Gagn, 1998).
6. Eliciting the performance by asking the learner to demonstrate that they know how
to complete a task or recall information. It is important that the learner meets the
criteria of the e-Learning module, but also convinces themselves that the learning
objective has been achieved.
7. Providing feedback about performance correctness (degree of correctness of
learners performance). It is important to do this through showing rather than through
telling, so the learner can make their own connections and achieve the best possible
learning outcome.
8. Assessing the performance must be done in a way to ensure that the learned
capability is represented in a genuine matter. Reliability and validity play an
important role: can the learner repeat the task (reliability), and does the task
performance reflect the objectives (validity)?
9. Enhancing retention and transfer As for the assurance of transfer of learning, this
can best be done by setting some variety of new tasks for the learnertasks that
require the application of what has been learned in situations that differ substantially
from those used for the learning itself (Gagn, 1998). The e-Learning course is
accessible anytime the learner signs on the platform, and the learner can retake one or
more modules as a refresher as needed.
Vygotsky
For this e-Learning course, the focus is on one element in Vygotskys Sociocultural
Learning Theory, and that is the Zone of Proximal Development (ZPD). ZPD is the difference
between what students can accomplish by themselves, versus what they can accomplish with the
help of otherswithin their range of potential developmentthat have more knowledge or
experience (e.g., instructors or more capable peers).
However, ZPD is not always manifested in social interaction (Gredler, 2009). Learners
can operate within the ZPD if they solve a problem by recreating a previous collaboration, such
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 17

as interactive learning activity, that provided enough scaffolding to get the user to advance with
the task and construct knowledge.
Learning Theory
Learning Theories are descriptive in nature, and explain how individuals learn and how
they acquire new knowledge. Given the target audience for the Panorama Science e-Learning
course, Knowles adult learning theory is the most appropriate theory to apply to this project.
Knowles Andragogy
Andragogy outlines the process of helping adults learn. It particularly emphasizes learner
motivation by practical application. According to Merriam (2001), there are five assumptions
that describe the adult learner. An adult learner is someone who 1) can direct his/her own
learning, 2) has life experiences, 3) has learning needs closely related to social roles, 4) is
interested in immediate application of knowledge, and 5) is intrinsically motivated to learn.
These are all crucial aspects in an e-Learning environment, where there is no teacher hovering
over the learners making sure that they complete the course modules.
Malcolm Knowles identified six principles of Andragogy, several of which align with
Gagns events of instruction:
1) Adults need to know the reason being asked to learn. Stating objectives at the
beginning of the course is crucial.
2) Learning is easier for adults when built on prior knowledge. This becomes
particularly important in several modules (e.g., lesson assignment, grading).
3) Adult learners need to be responsible for their learning decisions, and this course
heavily relies on this principle. The course is not arranged in a linear way. Rather, it
is structured so that the learners can make their own decisions which modules, along
with which segments within a module, are most crucial to their learning needs.
4) Adults are most motivated to learn when training can be used to solve an
immediate problem. In the concept of this e-Learning course, the learner can access
a module on the website, then immediately apply their new knowledge on the same
platform.
5) Adults learn best when training is problem-oriented rather than content-
oriented. The training must be focused on acquiring specific knowledge and skills.
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 18

6) Intrinsic motivation is fostered, as the course content aligns with the learners
immediate work goals. By being able to navigate the website and use the tools
efficiently, they can become more effective teachers and focus on the objectives in
the classroom, rather than spending time struggling with this new technology.

In addition, Knowles (1980) suggests that the learning environment should be one of
adultness, where adults feel respected and supported. Adults also learn best when they actively
work on a task (e.g., interactive learning activity) that aligns with their workplace requirements
and that ultimately enables them to overcome the challenge (here: implementing new technology
in the classroom).
Media Components/Delivery Format
The e-Learning training will be hosted on the MindTap for School platform. The website
can only be accessedvia web browsers (e.g., Google Chrome, Internet Explorer)by clients of
the program in form of a secure, password-protected login.
The training course, which will cover about one hour of training material, is broken up
into five individual modules. The learner can take the modules all in sequence, or pick and
choose which modules have the most interest and value to them. Learners can access the training
modules at any time, and can repeat each module as many times as they deem necessary. Each
module includes a software simulation screencast that outlines learning content and process steps
in detail, which is highly recommended for all users, but particularly novice users of the
platform. In addition, each module will feature a practice activity that will be useful for novice
learners and more advanced learners alike. Interactive software simulations as well as short
quizzes are used to evaluate whether learning occurs.
Anticipated Challenges
The Panorama Science program as well as the platform MindTap for School, are brand-
new developments. Consequently, this results in several risks and challenges.
The training will rely on the access and availability of the eTools on the MindTap for
School platform, and could significantly shape the timeline of the training development. While
the platform itself is already in place, there is still a lot of customization and configuration work
to be done before it can be rolled out to customers by the end of this year. In addition, most of
the Panorama Science online content that will be featured on the MindTap for School platform is
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 19

either just now being developed, or will be developed in upcoming months, when the
development of the e-Learning training is already well on its way. Any slip in the schedule of
platform configuration or development of online content can have a negative impact on both the
program itself as well as on training development. The proposed module structure and timeline
has been reviewed and approved by the technical director, and all SMEs are aware of the tight
schedule. The highest priority of the team is to get all website functionality up and running as per
schedule so that the instructional designer can record the screencasts and develop the content of
the training in a timely manner. However, only a limited number of Panorama Science teaching
material needs to be live on the website for the training development; just enough to be able to
create a software simulation.
Any late changes to the platform configurationeither visually or in functionality, even
before the official program roll-outwill have a direct impact to the training modules and can
trigger change requests to one or more modules. The goal is to keep these risks to a minimum
through constant, ongoing communication of the projects progress with the SMEs.
The platform where this training will be hosted on is currently not SCORM-compliant,
which means that the assessment and evaluation will not be embedded in the modules. The
workaround to this issue is described in more detail in the evaluation section.

Methods and Procedures

Design and Development of the Project
The instructional designer will function as both the project manager for this training
program, as well as the SME and developer for the e-Learning course. The instructional designer
will be working with a total of four subject matter experts on this project:
The program director, who will be providing general information about the program
and has the authority to approve (or reject) the final training deliverables.
The program art director, who will be able to consult on design and layout, and
ensure that the NGL | Cengage branding requirements are met.
The technical director and the technical manager, both of whom are intimately
familiar with the platform and the eTools. They will be able to answer questions
regarding the platform, functionality of all eTools, and implementation of the
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 20

training on the website. They will also be able to provide login access to the
instructional designer as well as all training end users.
Focus of the training is on interactivity. One-way training (e.g., videos) does not engage
learners, and as a result the learner will have a more difficult time remembering the individual
steps to navigate the website, or complete a task, without practicing the learning content.
The development of the e-Learning course will follow the 10-step approach of the Dick
and Carey Model. Although this systems approach model has been developed back in 1978 when
e-Learning was not yet established, each step can still be applied to the e-Learning design. A
diagram of the process is shown below.

Source: http://www.nwlink.com/~donclark/history_isd/carey.html

Steps to Finish Project

The training is expected to be completed no later than mid-Novemberto allow enough
time for formative evaluation (if not already done upon completion of each module), course
improvements, last-minute fixes based on the collected feedback, and summative evaluation
before the official roll out of the program and the training modules the end of the year.

Resources
Budget
This training was not planned as a deliverable as part of the program, and there is no
funding available for this project. However, the SMEs agreed to meet with the instructional
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 21

designer on a regular basis. The instructional designer will consult with the SMEs during regular
office hours, and estimates that each week a combined 5-10 SME work hours in form of
planning, consultation, and meeting time are required to keep the training development move
forward as per schedule. The instructional designer will work on the design, development,
implementation and evaluation of this training program primarily outside the regular office hours
on evenings and weekends, and will donate her time to this project.
Hardware/Software
The platform where this training will be hosted on, MindTap for School, is provided by
the company as part of the Panorama Science program. The ID owns an official user license for
Adobe Captivate 9, which is used to develop the training modules and record the software
simulations. She also has access to Adobe CC, Camtasia, and Fetch; tools that will be used
during the design, development and implementation process. Google forms will be used during
the training evaluation process.
Technical Skills
The instructional designer already has acquired basic skills in Adobe Captivate, but will
need to acquire additional technical skills, specifically concerning Captivate software simulation
skills, in order to produce professional looking e-Learning modules. In addition, the instructional
designer will need to familiarize herself with the platform MindTap for School (e.g., creating
lesson assignments), and the technical functionalities of the Panorama Science online content,
such as interactive work text and audio in ePub files.

Timeline
Milestones
Weekly meetings with the SMEs will be scheduled now through the end of the project.
The project milestones have been determined in agreement with the technical director.
Task Projected Start Date Projected End Date
Project Proposal August 1, 2017 September 5, 2017
Draft eModule Storyboards September 6, 2017 September 19, 2017
Develop eModule 1 September 20, 2017 October 3, 2017
Develop eModule 4 October 4, 2017 October 17, 2017
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 22

Develop eModule 5
October 18, 2017 October 25, 2017
Formative Evaluation (partial)
Develop eModule 2 October 26, 2017 November 2, 2017
Develop eModule 3 November 3, 2017 November 9, 2017
Evaluate Training (formative) November 10, 2017 November 15, 2017
Implement Modifications November 16, 2017 November 19, 2017
Evaluate Training (summative) November 20, 2017 November 22, 2017
Finalize all deliverables November 23, 2017 December 6, 2017
Launch of Training on website December 31, 2017

Evaluation and Testing Plan

The capstone project will entail both formative and summative evaluation.
The content of this training program is developed by the instructional designer in
collaboration with the subject matter experts on this project. By performing a usability test of the
modules, the goal is to find out whether there are any problems with the prototypes.
The evaluation of the training is scheduled before the digital edition of the program
(including the training) will be rolled out to the public, and at that point will only be accessible
from inside the companys firewall. This means that evaluation participants will need be onsite at
the office in Monterey to access the website and the training from behind the firewall.

Formative Evaluation Plan

For the formative evaluation, staff of the company, many of who are former teachers and
who are familiar with the program and the companys guidelines but are not necessarily familiar
with the platform and its eTools, as well as K-6 teachersthe target audiencewill take the
training and participate in the evaluation process.
The goal is to complete a portion of the formative evaluation early on once the first few
modules have been completed. Although the content between modules differs, they will follow
the same basic layout and structure. Receiving feedback early in the process will reduce major
rework on all modules down the road. However, if for any reason not enough participants are
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 23

available at the time of the initial evaluation, time has been set aside towards the end of the
schedule to ensure thorough formative evaluation occurs.
Evaluation participants will complete a survey using Google forms prior to taking the
training, as well as after the training.
The following key points are being addressed in the formative evaluation:
Functionality: Does everything work as it is supposed to, including testing of
multiple browsers and platforms?
Branding conformance: Does the training conform to NGL | Cengages branding
rules and guidelines?
Usability: Is the navigation clear, do buttons work and are easy to use, are
videos/graphics appropriate and relevant to the learning process?
Time requirement: How long does it take a user to complete each module? Does it
meet the target audiences requirements?
Learner satisfaction: Are the learners satisfied with the training? Do they have any
constructive feedback to improve the training?
In addition, participants will also complete a pre-test before the training, as well as a
post-test after training has been completed. The purpose of the test is to determine whether
training objectives have been met, test questions are relevant and appropriate, and whether the
test itself requires further modifications and adjustments, or can remain as is. The pre- and post-
test will not be incorporated in the Captivate modules due to lack of SCORM-compliance of the
platform. Instead, the evaluation will primarily occur through observation by the instructional
designer (watch, listen, and take notes) or in form of a brief quiz.
The instructional designer will analyze the feedback collected during the formative
evaluation (surveys, tests, observations) and will implement improvements in the training.
Summative Evaluation Plan
A summative analysis will be conducted in November 2017 with a minimum of five
participants. This analysis will evaluate the effectiveness of the training program, and determine
whether learning objectives have been achieved. As done during the formative evaluation,
participants will be administered a pre-test prior to taking the training to establish a baseline of
their current knowledge. After completing the training, a post-test will be administered to the
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 24

training participants to determine whether the instructional intervention resulted in any

knowledge gain. It is anticipated that moderate to significant learning will occur.
The summative evaluation will be a combination of online assessment (Google forms)
and participant observation by the instructional designer.
CAPSTONE PROPOSAL: PANORAMA SCIENCE ETOOLS 25

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