Final Capstone

Running head: UCAT TRAINING WEBSITE M.S.
in Instructional Science and Technology 1

California State University
Monterey Bay
CALIFONIA STATE UNIVERSITY

MONTEREY BAY
UCAT Training Website
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Bassel El Ahmadieh
5 September 2017
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ _____________
Advisor Name Signature Date
__________________________ _____________
Capstone Instructor Name Signature Date
Running head: UCAT TRAINING WEBSITE M.S. in Instructional Science and Technology 2
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Abstract
UCAT Training Website trains UMA teachers into how to facilitate the integration of
Universal Curriculum Assessment Tool (UCAT) into teaching Levantine dialect by
developing and conducting professional development online sessions on infusing UCAT
into the core areas of academic curriculum. This provides insight on ways to increase
teachers use of UCAT as it positively impacts students performance in the classroom.
Moreover, The UCAT Training Website consists of four lessons that include training
materials, tutorials, activities and assessments.

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TABLE OF CONTENTS
Introduction 5
Background.5
Problem description.....5
Learner Analysis.6
Workplace Analysis .......7
Content Analysis ....7
Literature Review....................................................................................................................8
Solution ........................10
Goals........10
Learning objectives ......11
Proposed solution......11
Learning Theories......12
Principles...13
Strategy and Role of the trainer.13
Delivery system and Media decisions...14
Challenges.....15
Method...15
Pilot Training... .15
Instruction......15
Summary of Data...15
Instructional process..16
Steps to Finish this Project....17

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Resources.18
Timeline and costs...18
Timeline Report...19
Evaluation. ..20
Formative Evaluation....20
Usability testing.20
Pre- and Post-testing......20
Summative evaluation..21
References.22
Appendices....24
Appendix A..24
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UCAT Training Website

Introduction
Background
Technology in the classroom assists in students autonomous learning and students
perform inquiry-based instructional activities and a variety of other tasks (Roschelle & Pea,
2002). The presence of technology may help students excel more in the learning process and
enable teachers to reach all the students. Technology helps teachers create instructional
strategies that address students various learning needs. For instance, teachers try to engage
students by preparing visual representations for instruction such as PowerPoint presentations
containing pictures, charts, graphs, maps or videos that assist the visual learner in grasping
better the information. Thus, teachers can individualize instruction by choosing materials
that benefit a variety of academic levels and learning preferences. Since technology plays a
major role in bettering student learning experiences, improving learner productivity and
enabling teachers to deliver the instruction effectively, I would like to design Universal
Curriculum Assessment Tool (UCAT) Training Website that trains teachers at the Defense
Language Institute (DLIFLC) how to use UCAT to engage students in the learning process
and motivate them to achieve better results. The UCAT Training Website includes
instructional training into how to use UCAT in teaching DLIFLC students a second
language. Moreover, the UCAT Training Website instructs teachers by showing tutorials on
how to use this powerful tool to create, develop and design activities, tasks, quizzes,
assignments, and lessons to increase students proficiency.
Problem description
The majority of teachers at our school dont use UCAT in the teaching process
simply because they dont know how to use this powerful tool. UCAT is an online
curriculum delivery system specifically tailored to meet the needs of DLIFLC faculty and
students and it allows foreign language teachers to develop and design online interactive
activities that engage students. The format of UCAT activities include categorization, true or
false, multiple choice, drag and drop, fill in the Blank, short answer, and matching. Teachers
have expressed their desire to learn about this valuable tool since this will assist in solving
many educational problems and aid in achieving their goals. Some teachers believe that lack
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of using technology in the classroom may lead to having less interested students who do not
pay attention in the classroom and do not study at home. Moreover, the needs assessment
indicates that UCAT is a good educational tool, and if used wisely can assist in solving
many educational problems. This will ultimately increase students success rate.
Teachers and students at Defense Language Institute (DLI) can use UCAT in the
educational process to increase Institute annual productivity. Nevertheless, the majority of
educators dont benefit from this tool that may help students pass the Defense Language
Proficiency Test (DLPT), which is an exam that measures students second language skills
in listening and reading. To learn more about this issue, I conducted an interview with the
chairperson asking questions about the technology tools and software applications that the
teachers use inside and outside the classroom. Moreover, I prepared a questionnaire to be
answered by the teachers in our department for the purpose of studying and analyzing how
the teachers use technology tools inside and outside the classroom to increase students
proficiency.
Learner Analysis
The audience is adults whose ages range between 30 and 80 years old. The gender
percentage is as follows: 55% females and 45% males. The audience is foreign language
instructors teaching Levantine dialect, a spoken Arabic by people of Lebanon, Syria, Jordan,
and Palestine, at DLIFLC. The audience is originally either from Lebanon, Syria, Jordan,
Iraq or Palestine living in the United States of America as permanent residents or American
citizens or holders of work visas. The data collected from the survey shows that the majority
of the teachers at our school are interested in learning about UCAT. The teachers want to try
UCAT because this will allow them to implement new technology in the classroom and to
develop activities that promote critical thinking and autonomous learning. Employing
UCAT will engage students in the learning process and help them excel in their learning to
achieve good results at the final exams.
The challenges that I might face when conducting training to the foreign language
teachers are that some teachers still have difficulties in learning new technology tools and
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others feel that learning new software applications is wasting time because there is no time
to implement these tools in the classroom.
Workplace Analysis
DLIFLCs goal in 2017-2018 is to get students pass the DLPT reading and listening
exam at a level 2+. The DLIFLC administration aims to let the students pass the Oral
Proficiency Interview exam (OPI) with Level 2. Solving the motivation problem and finding
a means to improve the type and accessibility of instruction pave the road to more
educational success. To reach DLIFLCs goals and to assist in solving educational
problems, DLIFLC administration distributes in December of 2013 iPads and MacBooks to
educators and students to be used inside and outside the classroom. However, it is not
enough to distribute iPads and MacBooks to teachers and students. It is essential to
continuously train the teachers on how to use these powerful tools in the educational
process. For instance, there are many benefits when implementing UCAT in the learning
process since this platform acts as an effective instructional tool in the hand of teachers that
promote students motivation, cooperation, communication, and organization. In addition,
UCAT assists in students autonomous learning and students perform inquiry-based
instructional activities and a variety of other tasks. With the presence of UCAT, students
excel more in the learning process and teachers are able to reach all the students. Thus,
teachers can individualize instruction by choosing materials that benefit a variety of
academic levels and learning preferences. Furthermore, this can aid the teacher in delivering
the information more easily and solving the problem faster.
Content Analysis
UCAT Training Website trains foreign language teachers in how to use and
implement UCAT in teaching a second language. UCAT offers a wide variety of elements
and possibilities for making the authentic materials more engaging and educational. UCAT
can help increase class participation by giving students more confidence and helping them
improve their listening, speaking, reading and writings skills.
The UCAT Training Website contains five sections. The first Lesson includes a
module that introduces UCAT Terminology. The second lesson instructs foreign language
teachers on how to use UCAT to create online listening and FLO activities for students. The
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third lesson demonstrates and trains foreign language teachers in how to use UCAT to
develop and design reading activities on UCAT to improve students reading skills. The
fourth lesson instructs teachers on how to design an online lesson on UCAT. There is an
evaluative assessment at the end of each lesson that examines the trainees on the topic
discussed by asking different types of questions to ensure that the learners understand the
topic. The fifth section gives trainees the opportunity to evaluate the UCAT Training
Website by providing feedback to continuously improve this project.
Literature Review
Using online software application in the classroom keeps students alert and eager to
learn. Plenty of studies show that technology has an impact on the instructional process
since it stimulates the students thinking and makes them engage in the learning process.
This online software application helps students create, analyze and use their critical thinking
which makes learning more fun and meaningful to their daily life experience. Educators,
students, theorists and many others have been doing research about the effective positive
relationship between technology and education in which they all agree that employing
technology in the classroom might increase student success rates.
Many theorists have studied the relationship between education and technology;
especially after the positive effect that computers and software have to our lives. The online
delivery system helps teachers and students to perform better in the educational process by
motivating students to excel in their learning and studies (Biggs, 2011). Use of the online
interaction solves many educational problems that the teachers face in the classroom
especially when it comes to time and quality. Utilizing computerized applications in
education provides cognitive implications for reorganizing mental process and thus helps
students in using their critical thinking by planning and solving problems (Pea & Kurland,
1984). Moreover, online interaction helps students to perform all language skills
encouraging the collaborative learning methodology in which students share information
together via the internet (Berge & Collins, 1995). The students work as a team to solve
problems or to answer reading comprehension questions, which encourage computer
collaborative learning through synchronous and asynchronous participation.
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The online delivery system acts as an effective instructional tool in the hand of
teachers that promotes students motivation, cooperation, communication and organization
(Sherry, 1996). Technology in the classroom assists in students autonomous learning and
students perform inquiry-based instructional activities and a variety of other tasks (Hmelo-
Silver, 2004). With the presence of online interaction, students excel more in the learning
process (Palloff & Pratt, 1999). The online delivery system helps teachers to create teaching
strategies that address students learning needs. For instance, teachers try to engage students
by preparing interactive activities such as multiple choice, true or false, matching, and
categorization. Thus, teachers can individualize instruction by choosing materials that
benefit a variety of academic levels and learning preferences. Furthermore, the online
delivery system can aid the teacher in delivering the information more easily and solving the
problem faster (Mayer, 1998). Teachers using online interaction are able to create, design,
and develop activities that address students various learning abilities and levels. In addition,
the online delivery system provides the teachers with the option of adapting lectures,
curriculum and activities to best meet the students learning needs (Harasim, 1995).
The online delivery systems encourage the use of collaborative learning
methodology inside and outside the classroom. Classrooms should become classrooms
more characterized by computer-supported collaborative learning. Students will work
towards shared understanding in groups. Students will build joint representations of their
knowledge. To enhance understanding, students will point to, annotate, and use external
representations in diverse sense-making and discourse practices (Roschelle & Pea, 2002).
Using online learning in training is a new trend in instructional technology in which
it acts as effective instructional tools in the hand of teachers and learners that promote
learners motivation, cooperation, communication, and organization. With the presence of
online learning, learners excel more in the learning process and teachers are able to reach all
the students (Clark & Mayer,2016). Technology tools make it easy for teachers to create
teaching strategies that address learners various learning abilities and needs. For instance,
teacher designs and develops different online activities depending on learners interests,
needs, and cultural background by using various online software applications. Therefore,
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online training is more effective if used wisely with the implementation of effective
teaching strategies that address various learners needs, abilities and interests.
Solution
Goals
The purpose of the UCAT Training Website is to train foreign language teachers
who teach Levantine dialect, a spoken language of Lebanon, Syria, Jordan, and Palestine,
how to use UCAT in teaching the second language that assists in increasing students
motivation and proficiency. This website instructs teachers how to develop level 2+ lessons
and activities which assist in training students to pass the DLPT reading and listening exam
at a level 2+. These levels are specified by ILR scale, which has six levels ranging from
zero (no functional ability) to five (full professional proficiency). Figure (1) describes ILR
Levels 2, 2+, and 3 that specify what student should master in each skill to reach these
levels.
Figure 1: ILR scale Table (Brau, Brooks, 2009)

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Learning Objectives
The learning objectives of UCAT Training Module are as follows:
From memory, foreign language teachers will be able to recognize UCAT
terminology with 100% accuracy by answering multiple choice questions
Given a software simulation of UCAT, the foreign language teachers will be able to
create a module on UCAT and share it with the trainer and other colleagues with
100% accuracy.
Given a laptop and access to the internet, foreign language teachers will be able to
design level 2+ listening and FLO activities on Universal Curriculum Assessment
Tool (UCAT) without making errors
design level 2+ reading activities on Universal Curriculum Assessment Tool
(UCAT) without making errors
design a level 2+ Lesson on Universal Curriculum Assessment Tool (UCAT)
without making errors
Proposed Solution
The UCAT Training Website uses a multitude of different teaching modalities that
incorporate the various aspects of Captivate 9 during instructional training focusing on
learners different learning needs, levels, and abilities. UCAT Training Website demonstrates
step by step how to use this powerful tool inside and outside the classroom. UCAT Training
Website enables teachers to learn about UCAT terminology, features and activity
components, and steps required for registering a UCAT account. Moreover, this Website
instructs foreign language teachers into how to create and design online UCAT activities and
lessons that target students needs to ensure the success of the students when taking DLPT
and OPI. UCAT Training Website can provide both synchronous instructions, where
students work together in the classroom and an asynchronous, self- study learning
environment where they can learn at their own pace. The link to the UCAT Module will be
distributed to the foreign language teachers by sending it by email for educators to take the
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training and to keep the link as a reference in case they need to review some instructions
when needed or the training can be conduct in the school lab.
Learning Theories
For the purposes of this training, three primary theories will be drawn upon. First is
Behaviorist learning theory in which students acquire new behavior and achieve great
learning outcome based on environmental conditions (Hoy & Miskel,1987). Students learn
best when present in a suitable environment that allows the learner to work on his own
learning strategies, regulate his behavior and get engaged in self-reflection. However, the
external environment and learners own beliefs and values affect this process in a positive or
negative way. Thats why the mission of the educator is to create a learning environment,
urge and encourage the learner to do better to achieve the goals, applaud students success,
and support failure student in order to get better grades in upcoming tests.
Second is the cognitive theory which focuses on the internal process and connections
that take place during learning. In this theory, we need to focus on the what, how and why
of learning which is the process of learning or gathering facts and information through
hearing, seeing and reading. To have a good learning experience, students should be
exposed to various ways, methodologies, and strategies of teaching in a way that fits every
students interest and needs. This can easily be done when using technology in the
classroom. For example, Captivate 9 can be used in various ways to explain how to use
UCAT in teaching adults second language, such as audio, video, and presentations.
Third is constructivist which explains how learners acquire knowledge and learn.
This is the process of expressing the ideas, solving the problems, and producing the
information based on learner experience and back ground knowledge. For example,
Captivate 9 provides a platform for students learning UCAT to do the following: solve
problems, answer questions that are based on real life experience. The final product is
dependent upon each students interest in the way he or she likes to express knowledge of
the information learned. The teacher in this stage allows students working in teams to solve
problems differently using UCAT because students are diverse in the way they think and
act.
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Principles
The following principles are used in this project to ensure that the website includes
interactive materials and design that engage foreign language teachers in the learning
process.
Coherence Principle
Modality Principle
Segmenting Principle
Redundancy Principle
Contiguity Principle
Multimedia Principle
Strategy and Role of the Trainer
There are some challenges when training foreign language teachers how to use
UCAT in teaching second languages especially when it comes to design activities,
instructions, tasks, and assessments for the training module. Foreign language teachers have
different cultural and educational backgrounds and they have diverse abilities, interests, and
needs. The UCAT Training Website includes teaching strategies that keep learners
motivated, engaged and interested in the material given. The UCAT Training Website is an
interactive module that includes meaningful tasks that are related to learners life
experience. There are three stages in task-based activity: pre-task, task, and post-task
(Skehan,1996). In the pre-task stage, learners receive from the trainer necessary information
and knowledge to perform the task. Moreover, in the task stage learners receive the
instructions from the trainer to plan, design, create and produce. The learners in the post-
task stage present and discuss their product and get feedback.
The best kind of learning practice involves the learner in expressing, interpreting and
negotiating meaning. During production stage, learners experience the forms of the learning
in a context that helps them to understand how to use the forms appropriately. Instructors
encourage learners to recognize their own thinking process that leads to developing
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independent learner skills. Students proceed with a learning task, observing trainer
performance continuously, and evaluating their own learning when the tasks are completed.
I describe specific learning strategies, demonstrate application to designated learning tasks,
and have students practice using them. For students to succeed in the learning process they
need to know and value the strategies that assist in their success (Keller, 1987). Bridging is
another teaching strategy that allows students to build on their previous knowledge and
establishes a relationship between the learners and the curriculum. Contextualization is the
strategy of getting to know vague concepts through direct learning. Modeling is when I
model a learning concept by speaking and demonstrating it slowly and clearly.
Delivery System and Media Decisions
UCAT Training Website demonstrates step by step how to use UCAT and how to
develop and design listening, FLO and Reading activities and lessons on UCAT. There will
be engaging activities, assessments, and assignments for learners to work on and that to
ensure the foreign language teachers understand the process of designing online activities
and lessons employing UCAT. The delivery format for my instructional training is online.
The UCAT training Website will be hosted on WIX, a leading cloud-based development
platform. The lectures will be designed and developed using Captivate 9, a rapid responsive
authoring tool that is used for creating e-learning content. The link to the UCAT Training
Website will be distributed to the foreign language teachers.
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Figure 2: UCAT Training Website home page

Challenges
The administration of our school might not allow me to distribute this website to
foreign language teachers enabling them to take the training without having Deans
permission and approval. I am afraid that UCAT training Website will be refused by our
school administration, which I feel is the biggest challenge that this project might face.
Methods
Pilot Training
Lesson one was piloted to test if the foreign language teachers learn from this
module. The training was conducted in the afternoon which is a suitable and appropriate
time for most of the teachers since they finish teaching every day at 3:45 pm. The teachers
attended the UCAT training in the lab in which they received instructions into how to access
the assessments and the training. The links were sent by email just before the training to all
teachers who were given enough time to conduct each task. Every task was given 10 to 15
minutes to complete.
Instruction
The tryout process instructions were easy to follow and were implemented in the
survey, assessments, and training. The survey, pretest, posttest and questionnaire were
developed using Google forms. The training module instructions were clear according to the
learners who express that the instructions were not hard to follow. The teachers were present
in the lab and received instructions at the same time into when to get into different steps in
the tryout process. The teachers were given ten minutes to answer the survey questions, 15
minutes to answer the pretest and posttest questions, 15 minutes to take the training and 10
minutes to fill out the questionnaire.
Summary of Data
The teachers answered the five questions present in the pre-test and post-test. Each
question was worth two points. The grades were uploaded from Google forms and copied to
the excel sheet. There are two sets of grades the pre-test and post-test grades as we see in
table 1 which also shows the grades distribution. The average of pre-test grades is 4.4 while
the average of post-test grades is 8.6. The difference between pre-test and post-test is shown
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in table 2. The post-test grades are much better than pre-test grades which indicates that the
teachers experience the transfer of learning and they become more knowledgeable about
UCAT.
Pretest Post-test
6 8
2 6
4 8
6 10
4 8
2 10
6 10
4 8
6 10
4 8
Table 1
My hypothesis for this training is that foreign language teachers after taking UCAT
training will score high on the test. However, the null hypothesis was that the grades would
not change from pre-test to post-test. I conducted the paired two sample t-test for dependent
samples. The degree of freedom was 9 using one-tail results for a directional hypothesis. We
accept the research hypothesis since the test statistic, 9 was higher than the one-tailed
critical value of 0.000004. Therefore, in this sample, UCAT training improved foreign
language teachers knowledge and skills resulting in higher scores on this test.
Instructional Process
The UCAT Training Module contains five sections:
Lesson one includes instructions, practice, assignment, and evaluative assessment
that examines the trainees on the topic discussed. The practice and assessment
include questions about UCAT terminology and UCAT different features in the form
of multiple choice questions, true or false and drag and drop. The assignment
requires the learners to create a module on UCAT.
Lesson two consists of instructions, practice, assignment and evaluative assessment.
The practice and assessment questions are in the form of drag and drop asking
students about how to create listening and FLO activities on UCAT. The assignment
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instructs teachers to create level 2+ listening and FLO activities on UCAT that must
be shared on UCAT with the trainer.
Lesson three consists of instructions, practice, assignment and evaluative
assessment. The practice and assessment questions are in the form of drag and drop
asking students about how to create reading activities on UCAT. The assignment
instructs teachers to create level 2+ reading activities on UCAT that must be shared
on UCAT with the trainer.
Lesson four consists of instructions, practice, assignment and evaluative assessment.
The practice and assessment questions are in the form of drag and drop asking
students about how to create a lesson on UCAT. The assignment instructs teachers to
create level 2+ lesson on UCAT that must be shared on UCAT with the trainer. The
teachers can work on a team to create this lesson. The teachers present their lessons
in the lab for trainer and teachers feedback.
Section five includes a summative assessment that is in the form of a survey that
collects teachers feedback about the training materials and if there is any suggestion
to improve this website.
Steps to Finish this Project
Analysis
This the first stage of the project which was done earlier by conducting
learner, workplace, and content analysis to gather information needed to
come up with an appropriate solution for the existing problem.
Design and Develop
UCAT training Website includes five sections. The first section includes the
first lesson which was designed, developed, and tested. This lesson instructs
foreign language teachers about UCAT terminology and different UCAT
features. The second section instructs foreign language teachers about how to
create Listening and FLO activities on UCAT. The third section instructs
foreign language teachers about how to create reading activities on UCAT.
The fourth section instructs teachers into how to create a lesson on UCAT.
All of these sections are not completed yet. I need to design and create a
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story-board for the three lessons which will be developed on Captivate 9. I

will finish designing and developing the story-board at the end of September
2017.
Implement and Evaluate
When the UCAT training Website is done, I will conduct UCAT training for
teachers who are teaching Levantine dialect as a second language in
November 2017. At the end of the training, the foreign language teachers will
evaluate the website by taking the survey on Google Forms. The results of
the evaluation will be taken into consideration to continuously improve the
website.
Resources
Timeline and Costs

Developing this module will take me around three weeks designing and producing
the instructional modules. I am currently working a full-time job and I have family
obligations. The best time to work on this project will be during the evenings and weekends
which will be dedicated to designing and producing the modules. It is worth mentioning that
this project costs nothing since there are no additional costs required to complete this
project. I will use Captivate 9 software to develop the modules. I will host my instructional
modules on Wix, a leading cloud-based development platform that makes it easy for
everyone to create a beautiful, professional web presence, to create Technology Training
Website (Ji &Fu, 2015). I volunteer my hours to complete this project since it will benefit
many foreign language teachers and students at DLIFLC. I will seek help upon the
completion of UCAT Training Module from my coworkers and classmates who work in the
same teams as me to test this module for the purpose of receiving their constructive
feedback to improve this product. My team in the MIST program is formed of five members
including myself and the team that I work with at DLIFLC includes four foreign language
teachers. I will collect the feedback from DLIFLC team who are expert in the subject and
my MIST team who are expert in the instructional technology field. Moreover, I will study
and analyze their feedback to edit and justify some of the module content.
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Timeline Report
Task Name Duration Start Finish Resource
Design 30 days 9/5/2017 10/5/2017
Content Design 15 days 9/5/2017 9/20/2017 MIST Student
UCAT Training Website 3 days 9/5/2017 9/8/2017 MIST student, Wix
look
Lesson 1 7 days 9/5/2017 9/12/2017 MIST student,
Captivate 9
Captivate 9
Captivate 9
Captivate 9
Formative evaluation ongoing 10-5-2017 MIST student
Development 30 days 10/5//2017 11/5/2017
Website look 3 days 10/5/2017 10/8/2017 MIST student, WIX
Captivate 9
Captivate 9
Captivate 9
Captivate 9
Summative assessment 5 days 10/25/2017 10/30/2017 MIST student,
Google form
Implementation 10 days 11/6/2017 11/16/2017
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Update content based on 10 days 11/6/2017 11/16/2017 MIST student

Feedback
Evaluation 50 days 9/5/2017 11/25/2017

Pre & post test 10 days 9/5/2017 9/10/2017 MIST student
Usability test 4 days 9/5/2017 9/9/2017 MIST student
Summative Evaluation
Finalize Capstone 17 days 11/15/2017 12/02/2017
Capstone Summary 15 days 11/15/2017 12/02/2017 MIST student
Capstone Presentation 15 days 11/15/2017 12/02/2017 MIST student
Evaluation
Formative Evaluation
The online training website includes four lessons. Each lesson includes an
assessment that tests students understanding of the lesson. The first lesson assessment
includes questions about UCAT terminology, setting up UCAT profile and different UCAT
features. The second lesson assessment tests teachers ability to create listening and FLO
activities on UCAT. The third lesson assessment tests teachers ability to create reading
activities on UCAT. The fourth lesson assessment tests teachers ability to create a lesson on
UCAT. These assessments will be conducted either in the lab or online.
Usability Testing
The usability test will be conducted before the end of this project to make sure that
the objectives of UCAT training Website are met and to assure that the navigation in the
website and modules are functioning well. Five teachers will take this usability test and the
results will be analyzed to adjust and continue developing this website.
Pre- and Post-testing
The purpose of conducting pre-test is to test foreign language teachers on their

information about UCAT terminology, UCAT features, development of listening, FLO and
reading activities. These questions look the same as the final test in UCAT module. The
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foreign language teachers will take the post-test after the training which is exactly the same
as the pre-test. The purpose of conducting such test is to check if the learners knowledge
and skills have improved and teachers are more confident on working on UCAT to produce
interactive materials that can be used on their daily teaching. The post-test checks if the
objective of the training is met and fulfilled by foreign language teachers.
Summative Evaluation
The questionnaire is designed on Google form to receive learners feedback by
sending a link to the learner email. The purpose of this questionnaire is to invest in the input
to continuously improve the training module to fit learners needs and interests. The
questionnaire includes questions that ask foreign language teachers about their opinion
about the activities, assessment, and materials present in this module. The final evaluation
will be in the form of a survey which will be hosted on Google Forms that is embedded on
the Website. The feedback from the foreign language teachers will be collected and
analyzed for the purpose of improving the UCAT Training Website. Making the learning of
Levantine dialect fun and interesting is the effect of using technology in the classroom,
which makes the student an active learner full with enthusiasm and passion for knowing
more about the language.
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change computer-supported collaborative learning. International Journal of
Cognition and Technology, 1(1), 145-168.
Sherry, L. (1996). Issues in distance learning. International journal of educational
telecommunications, 1(4), 337-365.
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied
linguistics, 17(1), 38-62.

Monterey Bay
Appendices
Appendix A
Summative Evaluation Questions
Rate the following statements
1- The UCAT training is relevant to my career
Strongly disagree disagree undecided agree strongly agree

2- The UCAT Training kept my attention

3- The material on the assessments was appropriately covered during the lecture

4- The training has motivated me to learn about UCAT

5- The scenarios relates to my real life experience

6- I will utilize UCAT in teaching second language

Monterey Bay
7- Please provide any additional comments:

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Running head: UCAT TRAINING WEBSITE M.S.

in Instructional Science and Technology 1

CALIFONIA STATE UNIVERSITY

UCAT Training Website

Submitted in partial satisfaction of requirements of the degree of

Instructional Science and Technology

Universal Curriculum Assessment Tool (UCAT) into teaching Levantine dialect by

developing and conducting professional development online sessions on infusing UCAT

teachers use of UCAT as it positively impacts students performance in the classroom.

materials, tutorials, activities and assessments.

Workplace Analysis .......7

Content Analysis ....7

Learning objectives ......11

Strategy and Role of the trainer.13

Delivery system and Media decisions...14

Pilot Training... .15

Steps to Finish this Project....17

Timeline and costs...18

Pre- and Post-testing......20

UCAT Training Website

Figure 1: ILR scale Table (Brau, Brooks, 2009)

Strategy and Role of the Trainer

Figure 2: UCAT Training Website home page

story-board for the three lessons which will be developed on Captivate 9. I

Timeline and Costs

Update content based on 10 days 11/6/2017 11/16/2017 MIST student

Evaluation 50 days 9/5/2017 11/25/2017

Pre- and Post-testing

The purpose of conducting pre-test is to test foreign language teachers on their

Online classroom: distance learning. Cresskill: Hampton press.

McGraw-Hill Education (UK).

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students

learn? Educational psychology review, 16(3), 235-266.

administration, New York: Random House.

Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance

Improvement, 26(8), 1-7.

Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem

solving. Instructional science, 26(1-2), 49-63.

San Francisco: Jossey-Bass.

programming. New ideas in psychology, 2(2), 137-168.

change computer-supported collaborative learning. International Journal of

Cognition and Technology, 1(1), 145-168.

Sherry, L. (1996). Issues in distance learning. International journal of educational

telecommunications, 1(4), 337-365.

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied

linguistics, 17(1), 38-62.

Summative Evaluation Questions

Rate the following statements

1- The UCAT training is relevant to my career

Strongly disagree disagree undecided agree strongly agree

Strongly disagree disagree undecided agree strongly agree

Strongly disagree disagree undecided agree strongly agree

Strongly disagree disagree undecided agree strongly agree

Strongly disagree disagree undecided agree strongly agree

Strongly disagree disagree undecided agree strongly agree

7- Please provide any additional comments:

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