RUNNING HEAD: CAPSTONE PRELIMINARY PROPOSAL
Capstone Preliminary Proposal
John Guglielmino
California State University at Monterey Bay
IST522 Instructional Technology
Professor Strong
November 27, 2012
Capstone Preliminary Proposal
Introduction ................................................................................................................................................................ 3
Analysis ......................................................................................................................................................................... 4
Needs analysis........................................................................................................................................................................... 4
Leaner Analysis ........................................................................................................................................................................ 5
Environmental Analysis........................................................................................................................................................ 5
Task Analysis ............................................................................................................................................................................. 6
Goals and Instructional Objectives .................................................................................................................................. 7
Design ............................................................................................................................................................................ 8
Test instruments ...................................................................................................................................................................... 8
Organizational, Delivery and Management Strategies ............................................................................................ 9
Instruction .................................................................................................................................................................................. 9
Development ............................................................................................................................................................ 10
Materials .................................................................................................................................................................................... 10
Time Chart ................................................................................................................................................................................ 11
Costs ............................................................................................................................................................................................ 12
Process ....................................................................................................................................................................................... 12
Implementation ...................................................................................................................................................... 12
Delivery ...................................................................................................................................................................................... 12
Formative evaluation ........................................................................................................................................................... 13
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Capstone Preliminary Proposal
Introduction
We have entered the information age. The information age is a turning point in history
not unlike the introduction of the printing press. According to James Dewar in a paper for
the Rand Corporation “Changes in the information age will be as dramatic as those in the
Middle Ages in Europe” (1998) And just like the members of Medieval societies had to
learn a new literacy so do our students today. Unlike their medieval counterparts, today’s
students will be creating their own media instead of just consuming it and millions of
people will have access to what they have created. They will be creating media on blogs,
writing reviews, posting on social media sites, and uploading photos and videos. It is
imperative that they know how to protect their rights and themselves in this new age.
My capstone project will be to assemble copyright and cyber safety curriculum for
students in grades eight through twelve. It will dovetail into a basic course on technology.
At this point it might be appropriate to define what these two terms mean. Copyright is a
law enacted and revised by Congress to protect intellectual property. The law is very
vague on purposely designed that way so that each case could be decided on it’s own
merits by the courts. It is important that students be able to identify intellectual property
and learn how they can use it properly. They will understand what this law means so that
they don’t abuse other people’s right and so they can protect their own rights to
intellectual property. Cyber safety can be divided into areas, privacy and cyber –bullying.
Students need to understand why and how they can protect themselves when using the
Internet. Cyber-bullying has gotten a lot of attention in the press lately. Students will be
able to identify cyber-bullying and learn how to protect themselves from bullies.
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Capstone Preliminary Proposal
It will be in a multimedia format for either computer-based or Internet-based instruction.
The curriculum will follow state approved lesson plan development templates. Beta
testing will be conducted at middle school in south Monterey County.
The resources required to complete this project will be minimal with the biggest
constraint being time. Since one of my duties at work is to help teachers develop
technology infused curriculum, this project fall in line with that directive. The major
difference is that this project will include a technology-based distribution. This project
should take a minimum of four months and a maximum of six months to develop. This
timeline will be adjusted depending on how long it takes to learn the technology and
other unforeseen obstacles.
Analysis
Needs analysis
As it stands now, the Greenfield Union School District (GUSD) has not initiated any
standardized curriculum in the areas of copyright and cyber safety relying on the teachers
to introduce and instruct the students in the course of teaching their subjects. The
district’s educational technology plan outlines that curriculum be established and
implemented. Statewide district level plans follows an outline of goals, objectives, and a
description of the implementation for each of the nine sections. For these two areas,
copyright and cyber safety are located in section 3, sub-section f and g (for full text see
appendix 1). It is important for students to be taught and understand to these issues so
that they can protect themselves from harm on the Internet. The most cost effective
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Capstone Preliminary Proposal
course of action would be to assemble curriculum that can be inserted into technology
classes that are already being held.
Leaner Analysis
The typical learner is a middle school student, with a shot attention span and maturity
issues. Greenfield’s student population is over ninety percent English language learners
who, for the most part, are having problems with reading and comprehension. Most of the
students have been using computer-based trainings (CBT) through out their middleschool career. One of the reasons I decide to use a multimedia format is because there is a
familiar with the format and procedures involved with multimedia delivery method. Also,
evidence suggest that students in this age group respond better to multimedia and less to
reading or lecture. Since this is computer based training format, it will allow the student
to advance at his or her own pace.
Environmental Analysis
Initially this curriculum will be deployed in a middle school eight-grade study skills
classes possibly expanding to sixth and seventh grades in the future. These classrooms
are designed to facilitate learning. Each classroom includes 27 newer laptops that are
wirelessly connected to the Internet. The school has sufficient bandwidth to run the
applications an all computers simultaneously. The program will be housed on local
servers and will use the intranet. Headphones are supplied with each computer and the
students have the option of using their own if they choose. The typical class is made up of
27 students who rotate weekly through a schedule of computer-based programs. Each
student will spend approximately 50 minutes a week on this curriculum. It would be
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Capstone Preliminary Proposal
better if they had at least 90 minutes, however the will have the opportunity to access the
program during break, lunch and after school. The limited time on task will necessitate
designing more engaging materials in order to maximize the effectiveness.
Task Analysis
Content and Procedures
There are three modules that will addressed in this training program: Cyber-bullying,
Personal privacy, and Copyright. Each of the three modules corresponds to goals that
make up this curriculum; each goal has one or more objectives that are formatted for one
class period. Each training module will be computer-based, self-paced and sequential.
The students will be introduced to each module with an overview, an outline of topics to
be covered, and a ‘toolbox’. The toolbox will be used for decision making in the
scenarios that follow each section.
Students will log onto the program. Most of the students have been using computer-based
trainings (CBT) through out their middle-school career. They are used to the logging-in
process and will use the same user name and password as they do for other programs
such as CompassLearning and Accelerated Reader. Initially, the students will be
introduced to the subject of the module, including objectives, an outline of the different
points to be covered, and the toolbox. The information in each section will be chunked
into ‘bite-sized’ pieces and will include short readings followed short quizzes. At the end
of the section they will be tested by scenarios where they have to choose the best
alternates. Every choice they make will have a response page associated with it and a
‘learning path’. For example if the student chooses option one, which may be not the
optimal choice for the situation, their choice will take them to a page that will explain the
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Capstone Preliminary Proposal
logical extension of that choice. From that page the scenario will change and the student
will be given more decisions to make. After navigating through the scenario the students
will review the points covered before moving on to the next section. The scenarios will
be vignettes of typical situations using still images and video. I would like to use actual
students for the voice over segments to add a sense of realty.
Goals and Instructional Objectives
These are my three goals and related objectives. Goals one and two and their related
objectives for the most cover the spectrum of levels within the cognitive domain: being
able to identify and list causes and effects of particular behavior to analysis of the
situation and making appropriate decisions. Some of the material (Goal 3; objectives 3.1,
3.2, 3.3, Goal 1; objective 1.1) will overlap into the affective domain; the students will be
required to make value judgments in regard to cyber-bullying and copyright issues.
Goals
Goal 1: All students will be able to identify and protect themselves from cyber-bullies.
Objective 1.1 Students will be able to identify and learn how to prevent inadvertently
promoting bullying.
Goal 2: All students will understand and be able to protect their privacy and from
electronic piracy.

Objective 2.1 Students will be able to identify and protect them from identity
theft.

Objective 2.2 Students will be able to identify and avoid online predators.
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Capstone Preliminary Proposal
Goal 3 All students will be able to identify and properly use copyright materials

Objective 3.1 Students will be able identify copyright material by correctly
attributing any work they use

Objective 3.2 Students will be able to identify and avoid copyright infringement
by properly citing materials used

Objective 3.1 Students will be able to generate and to protect their intellectual
property from copyright infringement.
Design
Test instruments
This section will deal with how the student will be evaluated in terms of the goals.
Throughout each section student will be quizzed to check for understanding. At the end
of each section the students will be given a scenario to determine if the material as been
mastered. The student must correctly respond to the scenario correctly in order to move
on to the next section. At this early stage, the assessment has not been fully fleshed out
but basically the quiz questions will be formatted much the same way as the scenarios
were laid out. Each question will refer to a situation described in a short paragraph and
the student must choose the correct response from four possible answers. At the end of
the quiz the students will be given the opportunity to review the their answers. If the
student didn’t reach the 70% he/she will be directed back to the previous materials.
One aspect of the assessment that needs to be addressed is the ‘back end’ database where
students’ information and scored. Unfortunately, this district does not have a portal like
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Capstone Preliminary Proposal
Moodle to be the foundation of this system. As it stands right now I will have to come up
with a SQL solution.
Organizational, Delivery and Management Strategies
This training program will be written in HTML5 to ensure the greatest access for the
students and ease of creation. The CBT will be create in a program like Adobe Captivate
or Articulate Storyline. The deliverables for these modules will be a self-contained
training program that will reside on a district server. The server will have to have SQL
(database) and web capabilities. There is also a need for a teacher log in so that they can
moderate student progress.
Instruction
With the advent of social media and the availability of ‘any where, any-time
conductivity’ this subject of on line privacy and copyright issues have become
increasingly important. The subjects that this training will address are issues that face the
student everyday. In a way, this training could be considered on the job training and are
more in the vein of life skills as opposed to core curriculum. This training program will
focus on the cognitive and affective domains and is best described in terms of an
instructional theory. This training will be constructed to support This will be a
constructivist
Students will be able to complete each module in approximately one class period (55
minutes). Some students will be able to comprehend and get through the material quicker
and be able to move on. Other students who are having problems with the language will
proceed at a slower pace. Of course when dealing with this age group, continuous
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Capstone Preliminary Proposal
engagement is a problem. Hopefully, by using some of their peers for the voice-overs will
help.
The content for the scenarios will come from the materials that have been generated
numerous organizations including by the International Society Technology in Education
(ISTE), CommonSense.com, and what was formally known as CTAP Regions 4 and 5
(counties in the bay area and peninsula)
Development
Materials
Generated materials:

Scenario Scripts

Graphics

Still Photos

Videos
Software:

Adobe Captivate or Articulate Storyline (training program generation)

Celtex (script writing software)

Adobe Photoshop (photo editing)

Adobe Illustrator (graphics)

Audacity (sound editing)
Hardware:

Digital Audio recorder

Microphones
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Capstone Preliminary Proposal

Camera(s)

Computer

Additional hard drive
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Time Chart
Activity
Semester
Deadline
Preliminary Proposal
Fall
14 December 2012
Instructional Research
Starting winter break 2012
On going
Acquiring needed materials
Starting winter break 2012
1 February 2013
Outlining scenarios
Starting winter break 2012
1 January 2013
Research server
requirements and database
structure
Spring 2013
1 March 2013
Develop reporting
framework
Spring 2013
1 March 2013
Writing script for prototype
Spring 2013
1 February 2013
Generation of graphics,
images, and video for
prototype
Spring 2013
1 February 2013
Recording voice-over
Spring 2013
1 February 2013
Generating prototype
Spring 2013
15 February 2013
Training teachers how to
use module
Spring 2013
20 February 2013
Testing prototype in
classroom
Spring 2013
1 March 2013
Assessing prototype
Spring 2013
10 March 2013
Re-adjusting scenario
Spring 2013
On going
Writing scripts for
additional modules
Spring 2013
1 April 2013
Generation of graphics,
Spring 2013
15 April 2013
Platform
Prototype
Capstone Preliminary Proposal
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images, and video
Recording voice-over
Spring 2013
15 April 2013
Generating modules
Summer 2013
1 August 2013
Deploying program
Fall 2013
27 August 2013
Assessing deployment
Fall 2013
On going
Adjusting modules
Fall 2013
On going
Evaluation
Fall 2013
15 October 2013
Writing results
Fall 2013
1 November 2013
Costs
The anticipated costs will kept to a minimum due to budget constraints. Expenditures will
be closely tracked. One of the offshoots of this project is determine if a small school
district can put together a training program like this on a limited budget. The one major
expense I do anticipate is purchasing the software. The big cost will be in the time spent
developing these modules.
Process
See timeline.
Implementation
Delivery
The training modules rotated in a weekly schedule with other computer-based training
programs in a computer classroom. Middle school students will be using the program for
55 minutes, one day a weekly rotation, additional opportunities to use the program will be
available at break, lunch and after school.
Capstone Preliminary Proposal
Formative evaluation
Formative evaluation will occur in two areas, in the preliminary sections (teaching
section) and the scenario section. In the ‘teaching section’ material will be presented in
small chunks. This information is what they use to make decisions in the scenarios. Every
effort will be made to differentiate the instruction in this section. Formative evaluation in
this section will be two or three questions. After they have successfully passed they can
move on to the next section. Students will be given ample opportunities to go back and
review material. Formative evaluations in the scenario section will be based on how the
makes decisions in a given situation. Each decision changes the situation and the student
will be faced with more decisions. After three rounds of decision making the final
situation will be graded. The goal is to help them gain an understanding of how to act in a
given situation. The student will be graded on well they made decisions.
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Capstone Preliminary Proposal
Dewar, J (1998) Information Age and the Printing Press, Look back to see Ahead, Santa
Monica, CA, RAND Corporation, http://www.rand.org/pubs/papersP8014 Retrieved
11/21/12
California Department of Education, (2008) Criteria for EETT Funded Technology Plans,
http://www.cde.ca.gov/ls/et/ft/eettfortechplans.asp, Retrieved 2009
Appendix 1
Section 3, subsection F
List of goals and an implementation plan that describe how the district will address the
appropriate and ethical use of information technology in the classroom so that students
can distinguish lawful from unlawful uses of copyrighted works, including the following
topics: the concept and purpose of both copyright and fair use; distinguishing lawful from
unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism (AB 307:
Optional in 2007-08, required July 1, 2008).
Section 3 subsection G
List of goals and an implementation plan that describe how the district will address
Internet safety, including how to protect online privacy and avoid online predators. (AB
307: Optional in 2007-08, required July 1, 2008)
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