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CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

IST 520 iLearn Site Re-Design

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in
Instructional Science and Technology

Deanne Dominguez

09,11,2018
Capstone Approvals: (At least one advisor and capstone instructor should approve)

____________________________ ___________________________ _____________

Advisor Name Signature Date

____________________________ ___________________________ ____________

Capstone Instructor Name Signature Date
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Table of Contents
Executive Summary ........................................................................................................................2
Background .....................................................................................................................................3
Needs Analysis ................................................................................................................................4
Learner Analysis .............................................................................................................................4
Environmental Scan.........................................................................................................................4
Solution.........................................................................................................................................4/5
Goals and Learning Objectives…....................................................................................................5
Performance Levels.........................................................................................................................6
Learning Theories............................................................................................................................7
Anticipated Challenges ...................................................................................................................9
Methods and Procedure..................................................................................................................10
Deliverables ....................................................................................................................................9
Resources ......................................................................................................................................11
Budget............................................................................................................................................11
Timeline.........................................................................................................................................11
Evaluation and Testing Plan .........................................................................................................12
Formative Evaluation ....................................................................................................................13
Summative Evaluation ..................................................................................................................13
References .....................................................................................................................................14
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Executive Summary
The purpose of this project is to incorporate redesign of California State University
Monterey Bay’s Master of Science in Instructional Science and Technology (MIST) program’s
IST520 into the iLearn Site to streamline and reorganize the design, create instructional videos,
and assess pre and post data. The project needed is based on instructor experience and student
input from the online and blended courses. The sites will be tested in October and fully
operational for the beginning of the Winter online term and Spring blended term. This redesign
will implement changes that have been incorporated over the past three years.
The MIST program is dedicated to ensuring its graduate students have the resources and
support needed to be successful. Currently, MIST utilizes iLearn as the main learning management
system and it serves as the hub for the program’s virtual classroom. The virtual classroom is the
place of interaction for students and professors, students and their peers, and most importantly, the
main place where students will retrieve and submit assignments. As the MIST Program continuous
to evolve to provide learners with the best possible online graduate experience, improving the
virtual classroom becomes part of the process.
To help aid in this process, at the end of every course, the class is evaluated by students.
Students may comment on changes they wish to see, their experience with course layout, and
materials provided for the course. Aside from organizing materials by week, the MIST program
does not have any prescribed formats for professors. As a result of input collected from student
surveys and recognizing the need for improved organization, the lead professor initiated this
Capstone project to redesign the Learning Theories course, IST520, to better aid students in their
MIST learning experience. This project will focus on the redesign of IST520.
IST520 is a robust course. Course content includes fourteen forums, four group forums,
and about three to four group projects (Learning Theory Job Aid, Research Article, Groups
applying different theories to the same training problem, Groups selected a training problem and
selecting the applicable theory). Individual projects include a Human Subjects Training, and a
polished draft Capstone Proposal. Furthermore, in the past year, there have been changes made
and learning theories have increased from four to six (Schumann-Scherer Neurochemical and
Motivational, Behaviorism, Cognitivism, Constructivism, Connectivism, Collaborativism) and
five learning strategies have been incorporated (ARCS, First Principles, 4CID, Elaboration,
Communities of Practice).
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Background
Needs Analysis
The course consists of fourteen forums, four group forums, three or four group projects
(Learning Theory Job Aid, Research Article, Groups applying different theories to the same
training problem, Groups selected a training problem and selecting the applicable theory),
Human Subjects Training, and a polished draft Capstone Proposal. Coordinating these products
can be complex for teacher and students. While MIST students are the learners, navigability is
just as important for the acting instructors. A methodical approach to organization sets a
guideline for the instructors but it should be one that is easily duplicated and carried out should
there be any changes during the course.
Ideally, the course website should be a resource for gaining quick access to the materials
and assignments for both parties. The instructor should have a consistent method for uploading
information, and the student, an understanding of the basic structure of that process. By
implementing a systematic approach to organizing the digital material, the student should be able
to anticipate how to go about retrieving what he/she needs to find. Furthermore, it should be
anticipated that additional materials may be added to the class while the course is in progress,
and having a framework in place would be useful in ensuring it is a seamless process. Currently,
while IST520 materials are essentially grouped by week, the goal of this project is to ensure
materials are organized by use of a strategic methodological approach supported by current
research.
To supplement this approach, a course guide, a map if you will, would be useful should
anyone seek to understand the prescribed course organizational method. A short video entailing
the approach as well as the navigational approach would be a convenient aid for students to
reference. Similarly, another brief video on how to use the Collaborative Institutional Training
Initiative (CITI) website will be created. The videos will be screencast walkthroughs
demonstrating to students how to navigate the courses. Furthermore, short, written outlines to
supplement the videos will also be created for to communicate the course organizations.
This project is associated with a long-term vision. As a current MIST student, full time
employee, a mother of a toddler, a heavily-involved part time volunteer, (and not to mention the
household cook and maid) I have recognized a sense of relief and appreciation for courses that I
haven’t had to afford mental energy while locating an assignment or its coordinating materials.
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Therefore, I hope that this project will not only influence IST520 course users, but also impact
courses in the MIST program by providing learners and professors with the efficacy of
streamline-designing a course. Technology Solution: A revised iLearn site is necessary to
organize the course while accompanying short videos and supplemental write-ups will aid
students in familiarizing with coordinating course navigation and functionality.

Learner Analysis
As previously stated, while professors acting as course administrators may be impacted
by course changes, MIST students are the main learners that will be the primary focus of this
project. In the past, students have communicated the site’s complexity so although iLearn is a
resource for instructors as well as students, the product will be aimed at fitting student needs.
Learners are Master level students with a minimum of a Baccalaureate degree. While their
Baccalaureate is the main commonality, learners differ in a number of ways. There are varying
levels of maturity, writing and presenting ability, the ability to deal with ambiguity, being
disciplined, and self-directing. The course design will be simplistic focusing on a linear process
with numbered assignments, clear headings, and aims to provide a limited-clicking experience.

Environmental Scan
From an instructor’s standpoint, iLearn has nearly all the tools available for an instructor
to run their course as if it were a face-to-face setting.
Professors have:
1. Access to communication with students
2. The ability to viewing work, submit feedback and grades
3. The ability to upload resources for students such as documents, pictures, hyperlinks
Students have:
1. Access to communication with professors and peers
2. The ability to access assignments, resource, and grads
3. The ability to review peer work in respective community forums
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Proposed Solution
The IST520 Learning Theories class is full of rich material. The proposed solution is to
restructure and reorganize the course to bring it to its potential in ease of navigation and usability
features for both students and professors. Moreover, in order to create an even smoother navigation
experience for incoming IST520 learners, two short video walkthroughs and accompanied write-
ups will demonstrate how to use the redesigned course and the CITI website.
Currently, the site is grouped well by topic but does not follow any predictable formatting
or congruency. The basis of the new site will feature linear formatting with assignments and
resources labeled chronologically under each respective week. The approach to labeling resources
and assignments will allow for easy modification features should something in the schedule change
while the course is already in progress. For example, if a new assignment is added to a particular
week, it will be labeled according to the last assignment posted under the same week. For example:
Week 1 – 12/2/2018 – 12/8/2018:
1. Learning Objectives
2. Week Overview
3. Week Outcomes/Tasks
a. Assignment 1
b. Assignment 2
c. (insert new assignment – Assignment 3)
4. Reading and Materials
5. Discussion Forums

A new assignment will be labeled Assignment 1.3 and added to the list of assignments for the
week.
The video walkthroughs will be one to two minute narrated features that will guide students
through the process of using the site and explaining its design for this particular course and CITI.
By now, video tutorials are a common source of guided instruction. YouTube will be the
publication source as it is a main proprietor of countless online tutorial channels, and a resource
used throughout the MIST program, provides a familiar mode of instruction for students to learn
how to weave through the newly designed site at no cost.
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Project Goals
First, the main project goal is to create a coherent, easily navigable iLearn site for online
and blended for the Learning Theories, IST 520 course. Second, the site should provide a usable
skeletal framework for the future of IST520. The third goal is to create course aids that will
further assist students in familiarizing with the redesigned site and also be used in future IST520
courses. Lastly, a goal worthy of mentioning though not necessarily measurable in the allotted
timeframe, is to influence attitudes on the approach of course design.

Learning Objectives
1. Given a tutorial video for reference, graduate online students will be able to identify
reading, discussion, and assignment links in the IST520 eLearning classroom with 100%
accuracy.
2. Given a video tutorial for reference, learners will be able to categorize a list of tasks into
appropriate iLearn sections according to Dr. Tourtellotte’ and Dr. Fischer’s
specifications.
3. Given a list of instructions, students will be able to post to a discussion forum with at
least 75% accuracy according to a list of standards set forth for IST 520’s discussion
rubric.
4. Without prompting, students will choose to utilize checkmark boxes as course completion
checkpoints so that all boxes are checked by the end of the activities.
5. After watching a video, students will be able to describe how weekly sections on the
IST520 course homepage are organized according to Dr. Tourtellotte and Dr. Fischer’s
specifications.

Performance Levels
The site needs to be checked with CAT staff to ensure that all the best iLearn tools are
being used. Furthermore, the site needs to meet Quality Matters criteria. Lastly, students and
teacher should be able to navigate the site easily.
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Learning Theories
An online course in the MIST program is comprised of information, whether writing
or media based, and associated verbiage of this information inputted by the course professor.
In the broad scope of the pursuit of course redesign, Gagne’s Nine Events of Instruction,
Schumann/Scherer and Cognitive learning theories, with a particular focus on extraneous
cognitive overload, are guiding resources for design decisions.
Gagne’s nine events include:
1. Gain attention
2. Inform learners of objectives
3. Stimulate recall of prior learning present the content
4. Provide “learning guidance”
5. Elicit performance (practice)
6. Provide feedback
7. Assess performance
8. Enhance retention
9. Transfer to the job
Gagne’s Nine supports not only course layout decisions but also justifies the reuse of
the current courses features such as discussion activities and assignments. While the main
focus of this capstone is on redesign, reusing such items satisfies events such as eliciting
performance.
Cognitive load theory was chosen as a theory to support design choices as its very
core revolves around the intention to aid in the display of information in a way that would
foster elite learning performance (Sweller 1998, p. 251). Chandler and Sweller (1991)
effectively describe the negative effects that occur as a result of presentation that induces
cognitive overload and suggest, “We can hypothesize that presentation techniques frequently
result in high levels of extraneous cognitive load that influence the degree to which learning
can be facilitated. It follows that information should be presented in ways that do not impose
a heavy extraneous cognitive load” (p. 293).
Scherer’s Five:
1. Cognitive appraisal: an evaluation of events and objects
2. Bodily symptoms: the physiological component of emotional experience
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3. Action tendencies: a motivational component for the preparation and direction of

motor responses.
4. Expression: facial and vocal expression, body language, gestures, almost always
accompanies an emotional state
5. Feelings: the subjective experience of emotional state once it has occurred
(“Scherer’s Five” 2010)
Schumann/Scherer theories explain sensory effects by describing how things like
cognitive overload can induce negative emotions resulting in the stifling of motivation. On
the flipside, as could be predicted, positive sensory stimulation influences emotions resulting
in a motivation to learn (Scherer 2005, p. 700). Schumann explains this phenomenon can be
explained by biological regulation or homeostatic regulation, and somatic value, an
experience acquired value system. According to homeostats, when the learner is negatively
affected by sensory interaction, it is considered a negative appraisal and the decrease in
motivation comes from a human’s inherent attempt to try to regulate emotions (Schumann
1997, p. 2). For example, if images or sounds are causing anxiety to the learner, the learner’s
homeostatic regulation will influence the learner to avoid the negative sensory experience.
When an experience is considered pleasant, elements of that experience where the learner
may have had an impartial stance, may obtain more value (Schumann 1997, p. 5). Therefore,
given the mentioned student feedback results from post course data, according to the
Schumann/Scherer theories, motivation to learn will increase if students, former and future,
have a pleasant experience navigating the redesigned site.
The approach to support actions taken in the subcategories of the redesign process are
grouped by wording, media and graphics, and organization. Coordinating research will
support justification for these actions. The theories/principles associated with this project are:
wording – Coherence principle; graphics – Multimedia Learning Theory, Contiguity
principle; organization – Gestalt principles of visual perception. The following is an
expansion of the justifications mentioned.
The organizational layout is the framework of the redesign. “The more structured and
terser the presentation of information, the more quickly and easily people can scan and
comprehend it” (Johnson 2010 p. 25). Johnson’s words articulate the foundation of this project.
Coming from a place of wanting to serve the ease of learning and comprehension, the
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streamlined systematic organizational approach is stood up by the Gestalt principles of visual

perception. In their findings, early Gestalt psychologists discovered human vision to be holistic
in nature and stated: “Our visual system automatically imposes structure on visual input and is
wired to perceive whole shapes, figures, and objects rather than disconnected edges, lines, and
areas” (Johnson 2010 p.11).
Text fills the framework of MIST iLearn courses and is the majority of what utilizes
screen real estate on the course interface. In an effort to support a streamlined approach, text will
have a prescribed formulaic method of heading, body, and stressed information. The verbiage,
while not completely restricting the professor’s use of their own written voice, will maintain a
succinct and concise approach. In describing how a learner is affected by text and leveraging off
of the Multimedia principle Clark and Meyer (2016) suggest, “Rather than fully embellished
textual or narrative descriptions, stick to basic and concise descriptions of the content. It also
helps to implement the modality principle effectively— by using mostly spoken words rather
than printed words. By keeping the narration on each screen concise, learners won’t become as
frustrated waiting for lengthy audio segments to play”.
Graphics are another big part of what fills out the layout skeleton. They can also be
utilized very strategically in support of what is being communicated overall. Clark and Mayer
explain the Multimedia Learning theory by describing that applicable visuals are instrumental in
psychological engagement where there is an absence in behavioral activity. Utilizing relative
graphics in conjunction with text is a proven to cultivate deeper cognitive processing (Clark and
Mayer 2016). Therefore, because learning occurs when graphics and text are used to deliver an
instructional message, graphics should be chosen in accordance with supported research
regarding relevancy and design that contributes to positive impacting learning.

Anticipated Challenges
There are a few small notable challenges anticipated. First, participant background is
something to consider during the development process. Students who will be trying out the site
will only be using it briefly, and users who have already taken IST520 are familiar with the
material. Therefore, evaluation will need to be developed and data analyzed with this in mind.
Second, this project does not intend to reject a professor’s approach to creative
communication, but rather seeks to aid in communicating those ideas in a way that can best
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support student learning by maintaining a methodical approach to implementing these ideas. As

the development of this project evolves, so will the preparation for IST520 to launch. Should the
course professor seek to implement additions or changes to course material, the project will
accommodate to the instructor’s request and an update to the course layout description will be
implemented.
Lastly, while the development of this project may take majority of the given time to
complete, there is an expected time for the duration of the using and testing. It seems as though
things would need to be stretched to last longer than thirty minutes due to the nature of the
project.

Methods/Procedure
Preparation for the redesign has been a result of working closely with Dr. Tourtellotte
and Dr. Fischer, the IST520 course facilitators. Any design decisions will be vetted through them
because ultimately they are accountable for what is presented to students. After the proposal and
storyboard are submitted, digital course materials will be given by them to populate the new
course. During the evaluation phase, Dr. Tourtellotte will be providing five of her MIST
students, and I will be recruiting five students in my current cohort. Participants will take a pre-
and post-test to measure learning. A final report will be drafted based on the research and results
to be presented.

Major deliverables:
1. Revised site
2. Process and steps
3. Review site
4. Two short one to two minute video walkthroughs
5. Course layout guides
6. Navigation quizzes
7. Survey
8. Review student comments
9. Consult with Dr. Tourtellotte and Dr. Fischer
10. Review with CAT (Denise Castro, Chris Beem)
11. Use existing features that are viable
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12. Reorganize according to future course dates

Resources
Resources are all currently available for use. Identified resources for this project are listed
below.
• One student- Student Subject Matter Expert
• Access to IST520 site management
• Access to iLearn features
• Royalty free images
• Digital materials provided by course instructors
• Two-weeks-time with Dr. Tourtellotte and Dr. Fischer (each)
• Email for communication
• Skype for communication
• Microsoft Word
• Google suite
• Microphone
• Camtasia for screen-cast video
• iMovie
• YouTube for publishing video and access to video

Budget
The budget includes: 10 days at $250 per day, per faculty. Project Estimate: $5000 MIST
program funds.

Timeline/progress report
Action Item Description Date Status

Start Begin work on pre- 11 Jun 2018 Completed

project essentials.
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Proposal Draft Provide draft 19 Aug 2018 Completed

proposal to advisor.

Final Proposal Turn in final proposal 11 Sep 2018 In progress

to advisor.

Storyboard Begin work on 12-25 Sep 2018 Not yet started

storyboard.

Major Project Begin working on 26 Sep – 10 Oct Not yet started

project. Begin editing
Work 2018
iLearn site,
incorporating new
design decisions.
Video work Develop short 10-28 Oct 2018 Not yet started
navigational video
tutorials
Course Guide Create a brief written 29-31 Oct 2018 Not yet started
guide with
accompanying
graphics to
supplement the
Video.
Testing Begin testing and 1-15 Nov 2018 Not yet started
complete testing with
participants on
revised course and
CITI. Finalize edits
Final Project Turn in final 20 5, 2018 Not yet started
project.

Evaluation/testing plan
Formative
Because the project is not a module, evaluation results will be based on user experience
both tested and communicated. At least five, but as many as possible, participants who are
former IST520 students, and five current MIST students who have not used the redesigned site,
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will be recruited for a total of ten participants. Participants will be given access to explore the
site, and watch the accompanying tutorial video. Following the video, participants will then
follow-up with a brief quiz to measure improvement in navigation. Finally, a short survey will be
administered to each participant to gain insight into new attitudes or feedback for improvement.
After feedback is received, changes will be implemented before submitting the project.
Should there be a lack in participants, anyone who has taken, preferably a graduate-level
online course, but a college-level online course will serve as an adequate substitution. The IST
520 course revision goal extends beyond the boundaries of Learning Theories program but seeks
to find a common design standard for future courses in the MIST program. The results from the
evaluation phase will be compared to post course surveys previously completed before the
redesign and used to influence MIST instructors in future design decisions. While conforming to
the all of the redesign features may not be an interest for other instructors, results should serve in
what might be helpful in designing future courses.
Summative
For the summative review, a professional approach is needed to really test whether the
site and video will be appropriate for the IST520 staff. Although this project provides a major
focus on MIST students, there is absolutely a focus on usability for MIST professors. Instructors
should be able to be able to work with the new structure. For this purpose, all final products will
be reviewed with MIST and CAT faculty prior to December which is the beginning of the online
course.
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References
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction : proven
guidelines for consumers and designers of multimedia learning. Retrieved from
http://ebookcentral.proquest.com
Chandler, Paul and Sweller, John: Cognitive Load Theory and the Format of Instruction,
Cognition and Instruction: 8(4) 1991, 293-332.
http://ro.uow.edu.au/edupapers/128
Johnson, J. (2010). Designing with the mind in mind : a simple guide to understanding user
interface design rules. Retrieved from http://ebookcentral.proquest.com.
Scherer, K. (2005). What are emotions? And how can they be measured? What Are
Emotions? And How Can They Be Measured?, 44(4), 695-725.
doi:10.1177/0539018405058216
Scherer's Five Components Model. (2010). Retrieved from
https://www.danieletrevisani.com/emotions/Scherer_Five_Components_Mode_emotions.
htm
Schumann, J. (1997). The Neurobiology Of Affect In L : Free Download, Borrow, and
Streaming. (n.d.). Retrieved from https://archive.org/details/ilhem_20150323_1223
Swann, William. The impact of applied cognitive learning theory on engagement with e-
learning courseware. Journal of Learning Design, [S.l.], v. 6, n. 1, p. 74, mar. 2013. ISSN
1832-8342. Available at: <https://www.jld.edu.au/article/view/119/122>.
Sweller, J., Merrienboer, J., & Paas, F. (1998). Cognitive architecture and instructional design.
Educational Psychology Review, 10, 251-296
University of Florida. (n.d.). Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-
instruction/