CALIFORNIA STATE UNIVERSITY

MONTEREY BAY
Manual del Automovilista del Estado de California
(California Drivers Handbook)
CAPSTONE PROPOSAL
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Ana Luisa Rincn
Sept 18, 2014
Capstone Approvals:
___________________________ ___________________________ _____________
Dr. Bude Sue
Signature
Date
___________________________ ___________________________ _____________
Dr. Miguel Lara
Signature
Date

Table of Contents
Executive Summary.............................................................................................................2
Introduction and Background..............................................................................................2
Learner Analysis..............................................................................................................2
Literature Review............................................................................................................3
Solution Description............................................................................................................3
Learning Theories and Instructional Principles...............................................................3
Task Analysis...................................................................................................................4
Media Components and Delivery Format........................................................................5
Anticipated challenges.....................................................................................................5
Methods and Procedure.......................................................................................................5
Steps to Create this Module.............................................................................................5
Resources.............................................................................................................................6
Timeline/Progress report......................................................................................................6
Evaluation and Testing Plan................................................................................................6
Formative evaluation.......................................................................................................6
Summative evaluation.....................................................................................................6
References............................................................................................................................7

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Executive Summary
The Manual del Automovilista del Estado de California is an instructional design
project created with the purpose of educating and instructing Spanish speakers about the
laws and regulations that apply to driving in the state of California, in order to obtain a
drivers license in the state. The purpose of the course is to prepare the learner to pass the
California drivers license exam.
The current material available for this is published online on the DMV website,
and there is also a printed pamphlet available for free. Records show that there are very
low passing scores in the Spanish exams. There is currently no other instructional
material available in Spanish and this course intends to improve the performance gap by
offering an alternative option that provides a more complex instructional design including
audiovisuals that enhance the learning experience.
This course will draw from the learning theories of Cognitivism and the Cognitive
Theory of Multimedia Learning. The learner will be drawing from previous driving
knowledge and learning new knowledge through multimedia tools and resources.
The project will be completed on or before December 1st, 2014. It will feature one
module with three sub modules, which present instructional material that includes text,
narration, images, video, and interactive tools to practice the content learned. It will
feature a combination of audiovisual instructional media that will cover the subject of
laws and regulations of driving in California and will provide the necessary knowledge to
pass the California Department of Motor Vehicles driving exam.
The final part of the project will involve practice quizzes and a final exam that
upon satisfactory scores, it will generate a certificate of completion that will assure the
learners that they have mastered the information they need to know in order to pass the
exam.
Introduction and Background
The California DMV handbook is currently available in English and a number of
languages in both online (.pdf found in the DMV website) and printed booklet formats,
including Spanish. Despite its availability, in April 2008, the Department of Motor
Vehicles conducted an Evaluation of The Spanish Class C Driver License Written
Knowledge Tests, in which it reports the overall fail rates for applicants is 73.4% for

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original applicants and 71.6% for renewal applicants (Sushvir, S.B., 2008). Clearly, the
current training material available for Spanish speakers is not meeting the learners needs.
Two possible reasons for this deficiency are translation quality issues from English to
Spanish and low literacy levels from Spanish speakers, which may prevent them from
reading and comprehending the material.
Currently, there are no courses available on the market that offer an alternative to
the California DMV Spanish manual published online and in their booklets.
Learner Analysis
The learners will be all Spanish speakers who are looking to obtain their
California drivers license and need to take the California DMV driving test, but are
unable to take it in English or simply prefer to take it in Spanish. Learners will need to be
computer literate in order to take this eLearning course. However, it is possible that a
given organization or school may offer it with assistance from an instructor, if the budget
allows.
There are more than 8 million documented Spanish speakers in California (U.S.
Census Bureau, 2000), plus many undocumented speakers who are now able to obtain a
drivers license. This means there are many learners who were born and raised here but
grew up speaking both English and Spanish, as well as learners who came from other
countries and do not speak English. Some may prefer to learn the course in Spanish
simply because it is their native language. For those who are undocumented, and do not
speak English, a course like this is not only important, but necessary to obtain their
drivers license.
The purpose of this highly intuitive, audiovisual and interactive instructional
module is to fill the instructional gap that currently exists due to the lack of alternative
manuals or study guides for Spanish speakers outside of the DMV provided material.
Literature Review
According to the 2000 U.S. Census Bureau, there were 28,101.052 Spanish
speakers in the United States, of which 8,105,505 were in California alone (Valds, G., et
al, 2006). It is important to take into account that some of those Spanish speakers are
born in the U.S. while others are immigrants from various countries. Those who do not
speak English rely on quality Spanish instructional material in order to pass the DMV test

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and obtain their drivers license. Without a car, it is very difficult to get around in most
American cities, and the license is also indispensable as the most common form of
identification. Every adult needs a drivers license in the United States.
Thanks to the measure signed by Jerry Brown on October 3, 2013, undocumented
immigrants will be able to acquire a drivers license in California (EFE News Service,
2013), which means that at least a million people California (EFE News Service,
2013), will obtain a drivers license and the numbers continue to grow. The real need for
effective and well-designed instructional materials for the California DMV exam is
evident.
Solution Description
This project is intended to offer an upgraded and adequate instructional product
that will meet the learners needs and prepare them for the California Drivers License
exam. A new, comprehensive eLearning product that incorporates text, narration, images,
video and interactive features with exercises and practice quizzes is an outstanding
solution to this problem because it provides a variety of options for the learner to receive
information, consequently meeting the needs of the different Spanish speaker
backgrounds and learning styles. It offers an interactive and audiovisual alternative that
reaches all levels of literacy and Spanish proficiency of the learner, which in turn will
result in passing scores for the DMV exams.
Learning Theories and Instructional Principles
The theories applied to this instructional module are constructivism and cognitive theory
of multimedia learning.
Cognitivism is applied by linking new information to pre-existing knowledge.
Applicants who are seeking to obtain their drivers license are usually from the numerous
Spanish speaking countries in the world. If they have prior driving knowledge from their
native countries, they will be able to relate that and apply the new knowledge obtained in
the course. In this case, the learners will build by association connecting their existing
knowledge as drivers in their place of origin to the rules and regulations and signage in
California. Regardless, the course is designed to teach people with or without prior
driving knowledge.

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The traffic signs are visual tools of communication, and the use of multimedia
will provide an optimal platform to represent the signage as accurately and close to real
life as possible.
This course also applies the Cognitive Theory of Multimedia Learning. This
theory states that:
there are two separate channels (auditory and visual) for processing
information; there is limited channel capacity; and that learning is an active process of
filtering, selecting, organizing, and integrating information. (Cognitive Theory of
Multimedia Learning (Mayer))
This theory suggests that words and images are more effective instructional tools
than just words, adding auditory elements in a dynamic way.
This Manual utilizes audiovisual forms of communication to reinforce the
learners understanding of the signage and rules and regulations. Real-life photographs
and videos will convey what many words cannot because driving is a visual and auditory
experience and task.
The Instructional Strategy of interactivity is the most relevant to this module
because there will be practice questions and quizzes, which will allow for interactivity to
reinforce concepts in a fun way. The ability to control the play buttons of the videos, as
well as the navigation bar are also interactive tools that make the module easier to learn at
the learners pace and preferred learning style.
Task Analysis
1. Introduction Slide
Welcome and overview of the three sub modules of the course
2. How to navigate this slide video introduction
Narrated video with screen captures to show how to navigate the site
3. Learning Outcomes Slide
Bullet points learning outcomes of the course
4. Traffic Controls with video introduction
Slides showing images and narration of the content and sections of this
module
5. Traffic Signal Lights with video introduction

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a. Stop light images and text
b. Red arrow light images and text
c. Yellow light images and text
d. Yellow blinking light images and text
e. Yellow arrow light images and text
f. Green light images and text
g. Green arrow light images and text
6. Traffic Signals with video introduction
a. Stop sign
b. Yield
c. Do not Enter
d. Wrong Way
e. No U-Turn
f. Railroad Crossing
g. School Crossing
7. Pedestrian Signal Lights with video introduction
a. Walk or Walking Person
b. Dont Walk or Raised Hand
c. Flashing Dont Walk or Flashing Raised Hand
d. Countdown Signals
8. Final Exam intro page
a. Multiple choice
b. Multiple choice
c. True/False
d. True/False
e. Combination
f. Combination
g. Exam results
9. Certificate of Completion (Award of Excellence)
10. References

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Media Components and Delivery Format
The media components utilized in this module will include audiovisuals,
narration, images, interactive games and exercises. Each sub module introduction slide
will feature videos showing slides of images with narration in a video format. Video will
be included whenever possible. The rest of the sub module content will be text and
images.
Subsequent slides will include practice exercises with interactive, one-click pop
questions and answers. The final exam will feature true/false, multiple choice, drag and
drop, and fill in the blank questions.
The module will be created in Adobe Captivate and published in various delivery
formats including flash, .pdf, and html5. They will be accessed via computer with a user
name and password, provided upon registration for the course. The computer access can
be done in a group setting with an instructor, or at home with a personal computer.
Anticipated challenges
Potential challenges in this project include finding the actual street signs and
recording quality video out in the streets. If there is a shortage of original visuals, the
alternative is to purchase images from a royalty free website.
Adequate but simple translation of content is also a potential challenge because it needs
to meet the needs of the learners, who speak different variations of the Spanish language.
This can be overcome by consulting with various parties that speak different dialects of
the Spanish language.
Methods and Procedure
The creation of this module includes videos utilizing a Samsung Note 1
smartphone and transferring the file to the computer. Then it will be edited in Windows
Movie Maker or another video editing software. Photoshop will be required for image
editing. The module itself will be created in Adobe Captivate, and delivered in flash,
html5, and .pdf formats.
Steps to Create this Module
Compile all visuals that will be required, including video and images.
Edit videos and images
Create storyboard with all text and narration
Record narration
Create videos and audiovisuals
Incorporate audiovisuals and text into corresponding slides
Create interactives for practice quizzes
Create final exam with a combination of question types
Configure award certificate and add references
Conduct evaluations
Needs Assessment
Research indicates that there is a real need for alternative and more effective
instructional material for Spanish speakers in the state of California. The steps to test this

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module will be to create surveys in google and present the final results with their
corresponding ratios. There will be Spanish speakers in the various professional fields
who will test the project for initial feedback. The final testing will include Spanish
speakers who do not speak English, preferably without a drivers license, and will be
asked to take the module and record their passing/failing scores.
Resources
The California DMV manual online is the primary resource for this project, as the
purpose of the module is to teach the learners the information they need to pass the DMV
examination. There may be other resources as listed in the references.
Technical resources are covered with the software programs that are needed to
complete the tasks at hand. A Samsung Galaxy Note 1 will be used for camera and video
Access to original imagery and video remains a possibility, however images can
be purchased from a royalty free website, and slides can be created for video narration.
Timeline/Progress report
Milestone 1: October 12 all images and video will be downloaded and edited
ready for uploading to Captivate, utilizing a Smart phone, Photoshop and Movie Maker.
Milestone 2: 19 Complete all slides audiovisuals and text and begin with
interactives and quizzes, production work on Captivate
Milestone 3: October 26 Test module and work on de-bugging and final editing
Milestone 4: November 2 Complete formative evaluation
Milestone 5: November 9 Complete Summative evaluation
Milestone 6: November 16 Complete all other deliverables and turn in my final
project for review.
Evaluation and Testing Plan
Formative evaluation
The initial evaluation will be conducted with a sampling of Spanish speaking
volunteers who will complete the module, the quizzes and final exam. This will provide
feedback in regards to the effectiveness of the design and content. The videos,
interactives, quizzes and final exam will be tested for all functionality errors and the
learner will be able to see the results of what they learned immediately with the final
exam scores. If learners already have a drivers license, their feedback will be mostly
limited to the design and ease of use of the module.
Summative evaluation
An evaluation that shows the passing scores of the actual DMV examination is the
final and ultimate evaluation to conduct to determine the effectiveness of this course.
However, this capstone presentation features 3 topics, which are a portion of the entire
manual and is not intended to be used as a study guide to pass the DMV exam. However,
it is possible to contact potential Spanish speaking individuals who are seeking to pass
their DMV exam and obtain their feedback on this module in comparison to what they are
using to study at this time.

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References
Brar, Sushvir S. (2008). Evaluationof the Spanish Class C Driver License Written
Knowledge Test. Retrieved from
http://apps.dmv.ca.gov/about/profile/rd/r_d_report/Section_2/S2-226.pdf
State of California, (2001). California Driver Handbook Traffic Controls.
Retrieved from
apps.dmv.ca.gov/pubs/hdbk/traff_lgts_sgns.htm#traffic_lights
Clark, R.C., Mayer, Richard E. (2012). e-Learning and the Science of Instruction:
Proven Guidelines for Consumers and Designers of Multimedia Learning,
Third

Edition.

Retrieved

from:

http://onlinelibrary.wiley.com.library2.csumb.edu:2048/book/10.1002/97811
18255971
Valds, Guadalupe, Fishman, Joshua A., Chvez, Rebecca, Prez, William (2006)
Developing Minority Language Resources: The Case of Spanish in
California
EFE News Service [Madrid] (2013) California to issue drivers licenses to
undocumented: US Immigrants/licenses
(Cognitive Theory of Multimedia Learning (Mayer))Retrieved from:
http://www.learning-theories.com/cognitive-theory-of-multimedialearning-mayer.html