E-Learning Prototype ILM Supplementary Document
As concisely as possible, in your own words, give us the information below to assist us in understanding what your ILM is for, how it
is suppose to teach, and instructions we need to use it.
1. The Problem or Need (why is this training module needed? Note that this is specific to the module…not your entire capstone.)
This computer-based eLearning module is filling up a prospective need for effective Spanish learning software at a basic level
(beginner’s level) for adult learners who would like to take up Spanish on their own and not with a traditional face-to-face instructor.
This eLearning module is meant to foster meaningful learning by engaging the learner and giving him the user the necessary
knowledge to be able to function in Spanish at a minimal level: greetings, numbers from 1 to 10, short introductory conversations.
2. The target audience (who are they, age level, required entry level skills/knowledge, etc.)
The target audience for this e-Learning Module is adult learners with no previous exposure to Spanish. There are no prerequisite skills
for knowing Spanish. This is an introductory course. However, learners are expected to be open to the idea of learning a foreign
language via technology rather than via face to face traditional instruction with a teacher. With respect to entry level skills, users are
expected to speak English at a proficient functional level and to have minimal computer skills (e.g., navigation on Internet skills).
3. The context and learning environment in which the prototype will be used. (such as "in a classroom setting…or out in the
field…or under water…or? As the primary course of study…or to supplement….or for just in time learning…or as a
refresher…or? Use on a standard computer…or smart phone…or?)
This computer-based eLearning module will be used as standalone beginner course that can be accessed in a html format on a standard
computer, a smart phone or an Ipad with access to Internet, or with no access to Internet, as the module can be accessed offline as
well.
4. The learning outcomes your prototype will teach and the level of mastery required. (These must be stated as observable actions
that demonstrate the explicit level of learning or understanding that your learner will achieve on completion of your module.)
5.
Learning Objective (s)
a) By the end of this module, users are expected to be able to recall and appropriately use greeting formulas
in Spanish in several quiz based simulated real world situations (in the morning, in the afternoon, in the
evening, at night) with 100% accuracy.
b) By the end of this module, users are expected to be able to count in Spanish from 1 to 10 with 100%
accuracy in several quiz based simulated real world situations.
c) By the end of this module, users are expected to be able to recognize, recall and properly react in
Spanish in short introductory conversations with 80% accuracy in several quiz based real world
situations.
Type of SKA
Knowledge (to be
used in the speaking
skill)
Knowledge
(to be used in the
speaking skill)
Knowledge (to be
used in the speaking
skill)
6. The pedagogy used. (How do you propose to teach and assess the outcomes?)
Example of Learning
Outcome Type
Describe one representative
example for each distinct type
of knowledge, skill or attitude
that you chose to teach in your
module.
1. Knowledge
2. Skill
Speaking by using
appropriate introduction
Location
List the slide number the
example appears on in your
module.
Pedagogical Strategies
Describe the specific
method/strategy you chose to
teach this specific type of
knowledge, skill, or attitude.
Why is this appropriate?
Assessment Strategy
Describe the method you chose
to assess this type of
knowledge, skill, or attitude.
Why is this appropriate and
authentic?
Slide 3 – Video explaining how
to count in Spanish from 1 to
10.
Gagne’s learning events:
Gaining attention – laptop
screen
Informing learners of the
objective of the video
Presenting the stimulus (the
cards displaying the numbers)
Providing learning guidance
(modeling of the pronunciation
of the numbers)
Eliciting performance through
the activities on Slides 4 and 5
Assessing performance and
providing feedback via final
quiz (Slides 24 and 25)
Quiz - it assesses if the learner
has understood correctly how
to count from 1 to 10.
Gagné’s learning events:
Recorded instructions above
the clipboard are used to gain
Quiz - it assesses if the learner
has understood which
introductory formulas to use in
Slide 6
user’s attention and to inform
of the objective; sentences that
are provided are used to
stimulate recall of prior
learning (some of the
information was presented on
Slide 1)
Presenting the stimulus – the
text boxes that comprise
formulas in Spanish and
corresponding translations
Explicit instruction - the
information and its translation
is provided directly to the
learner.
formulas
which contexts, although
learners are not necessarily
asked to pronounce those
sentences but rather to correctly
identify them.
Slide 7
Implicit instruction (the
Assessment via final quiz
information is provided
indirectly via a range of
dialogues in the target
language, strategy which
indirectly asks the learners to
infer the meaning as opposed to
being directly provided with
the meaning)
Slide 8
Eliciting performance from the
user and providing interactive
feedback on the activity
Slides 26 and 27
Assessing performance and
Assessment via final quiz
providing feedback via final
quiz
Slides 14 and 15
Implicit instruction (asking
users to infer meaning from
information that is being
presented) verbs are introduced
via dialogues and users are
asked indirectly to make use of
context cues and schemata in
order to infer what the
characters are saying
Slide 16
Activity : eliciting performance
and providing interactive
feedback
Slide 17
Explicit instruction
(conjugations of verbs
“llamarse” and “ser” are being
provided directly to the users
along with the corresponding
translation)
Slides 18 and 19
Eliciting performance and
providing feedback on activity
asking students to conjugate
the verbs “llamarse” and
“ser”
Assessment via final quiz
3. Attitude: It’s OK if you (the
users) don’t know all the
words in a sentence when
learning a foreign language
Feel free to use your previous
knowledge, cognates and
context cues in order to infer
meaning in Spanish whenever
you don’t understand all the
words in a sentence -
Slide 27
Assessing performance,
providing feedback - final quiz
Assessment via final quiz
Slides 7, 14 and 15
Implicit instruction – whereby
Assessment via final quiz
learners are exposed to
information that has never been
presented before and are
encouraged to use
metacognition, context cues,
situational cues in order to infer
meaning
Review Notes: Provide your instructors with instructions below needed to properly review the prototype. For example, if
the prototype is in a foreign language...notes need to be provided for each screen in English. Or if the entry screen leads to several
modules (some under development)...indicate which module is to be reviewed. Or if a specific device is required to run the software
correctly, such as a smartphone, specify this. Or if a password is required, etc.
Estimated time required to complete the module: ___20___ (minutes)
This is a computer-based eLearning Module Prototype for Introductory Spanish and does not need any explanatory notes on how to
navigate it. All provided instructions are in English.
Copyright & Permission to Use Media & Others Content
Describe the source and ownership, and permissions to use for all materials used in your module, including those created by yourself.
Location
List the slide
number the
media
appears on in
your module.
Slide 1
Media: Image, audio, video, animation,
content; logos
Describe each item used.
For example: Image-red chicken; Audioclucking; Video-chicken running;
Animation-eggs hatching; Music-“She’ll
be Coming Around the Mountain”;
Quote: “Be the change you with see in
the world”; Logo-Kentucky Fried
Chicken
1. Video – Let’s learn some Spanish
2.
3.
4.
Source/Ownership
List addresses/links to the source of each
media/content; and copyright/author/publisher
ownership information.
Permission to Use
Provide type of permission
you obtained for use of each
media. For example: Fair
Use, Commercial License,
Public Domain, Creative
Commons License (and type).
Owner: Camelia Elena Baluta.
All copyright sources that were used for this video
were stated on the final slide of the video and as
follows:
http://www.kidsmuralstore.com/catalogue/wallstickers/funky-cut-out-number-1-10
http://www.flickr.com/photos/zooboing/4229413347/
Courtesy of Patrick Hoesly
http://charhadas.com/blogs/1491-el-cuento-demartina/posts/6443-muchas-gracias
Use of listed resources is
conform with the fair use
doctrine for educational uses
and appropriate credit is
provided for each source
through complete citation.
No other copyright sources were used for this
eLearning Module
Release Form – Permission to Show and Use by CSUMB
I
Camelia Elena Baluta
do allow the following free use of my ILM by the MIST program,
(type your name)
and CSU Monterey Bay (except as restricted by the ownership/copyright agreements of others as noted below.)
Check [x] each box below that you agree to.
[ X ] to freely show and use my module within the classroom setting (including online within a protected LMS) to other
students and instructors in the program; and for program review by the University and the CSU System.
[ X ] to freely show and use my module as an example of MIST student work in a limited public setting, such as at an
educational conference.
[ X ] to freely show and use my module as an example of MIST student work on the internet.
[ X ] to freely include my module as an example of MIST student work within a software compilation, ebook , or textbook for
public distribution.
Please note below any restrictions that you know of for any media you have used in your module not owned by yourself that might
need to be cleared with the owner/publisher, before showing in some or all of the above areas that you checked.
Camelia Elena Baluta
Sign your name
05/14/2013
Date