Академический Документы
Профессиональный Документы
Культура Документы
MONTEREY BAY
CAPSTONE PROPOSAL
MASTER OF SCIENCE in
Muhammad Farooq
09/11/2018
Capstone Approvals: (At least one advisor and capstone instructor should approve)
Table of Contents
Introduction ......................................................................................................................... 4
Background ..................................................................................................................... 4
Goals ............................................................................................................................... 8
Principles....................................................................................................................... 12
Training Design......................................................................................................... 12
Challenges ..................................................................................................................... 14
Timeline ............................................................................................................................ 15
Resources .......................................................................................................................... 16
Evaluation ......................................................................................................................... 17
References ......................................................................................................................... 19
Appendices ........................................................................................................................ 20
Appendix A ....................................................................................................................... 20
Appendix B ....................................................................................................................... 21
Appendix C ....................................................................................................................... 23
Appendix D ....................................................................................................................... 29
Executive Summary
The purpose of this project to identify challenges for implementation of the flipped based
approach for Urdu language at Defense Language Institute and design a training module to
facilitate implementation of newly designed flipped curriculum for Urdu. Given the changing
needs of US military linguists, the Defense Language Institute (DLI) has introduced the flipped
classroom concept to improve the students’ language proficiency to help them achieve the new
goal of 2+/2+/2 ILR level. It is very important for the Urdu teachers to not only understand the
flipped classroom concept but also learn what elements can be flipped and why. This capstone
project addresses the above-mentioned issues with the aim to help the Urdu faculty acquire
necessary training by learning how the flipped approach should be implemented to help the
department get the desired results. The project will be finished by December 2018.
4
Introduction
Background
The Defense Language Institute (DLI) has been striving to achieve 2+/2+/2 ILR
proficiency levels in reading, listening and speaking skills to meet the language related security
needs of the US military in a constantly changing world. Previously, the standard for the military
students to graduate from the DLI was 2/2/1+. There were slight exceptions for their speaking
skills as some of the forces, such as the United States Army, requires soldiers to get at least a 2 in
speaking. The US Army soldiers are deployed on the ground and are required to interact with the
local population on a daily basis, so this standard caters to the mission requirements. One of the
steps DLI management took in order to achieve the new standard of 2+/2+/2 is to lay out a
comprehensive plan, phasing out the implementation of the new standard over a five-year period
which also included critical changes to the language curricula, particularly in the third semester,
with increased focus on the higher order thinking skills. Subsequently, an Urdu curriculum team
has been created to work with the DLI Curriculum Support Division to restructure Urdu third
semester course in line with the DLI-wide efforts to achieve this new standard. The purpose of
the flipped approach combined with open architecture concept is not only to prepare students for
guided practice and work in the classroom but also to give more freedom to the teaching teams to
make necessary changes to the curriculum according to the needs of the students. The purpose of
this training is to help the Urdu curriculum team deign a flipped approach-based lesson.
COL Deppert, Commandant DLIFLC (2016) stated, “Our whole organization and thus
our priorities are pointed at our ultimate shared goal of producing the best, culturally based,
professional military linguist possible,” (p.2). It is absolutely imperative for the Urdu faculty to
5
figure out a way to achieve these goals sooner than later. The overall goal of the DLI is to train
the teachers to develop flipped approach-based lessons to achieve the desired results.
Problem Description
DLI Urdu students will be required by 2022 to get at least 2+/2+/2 to pass the DLPT;
therefore, the management at the DLI had decided to make changes in the way the things are
done at the institute. Implementing flipped and open architecture approaches were one of them,
as the management felt there was a potential in these approaches to achieve or get closer to the
desired results.
In 2017, 40.5% of the Urdu students scored 2+ in listening skills and 45.9% achieved 2+
in reading skills. These scores exceeded the goal of 31% for listening skills and 38% for reading
skills. This year the DLI was aiming for 40% at 2+ or higher in listening skills and 50% at 2+ or
higher in reading skills. The results; however, this year were not up to the goal, as 33% of the
students got 2+ in listening and reading skills each. It is highly critical for the Urdu program to
meet the new criteria in order to produce military linguists who are equipped to fulfill the newly
The data collected through various means showed that the Urdu teachers are not
adequately trained to implement this new approach, they; as a result, still like to apply lecture-
based approaches where they can. They need more assistance to adjust to their new roles. It also
appeared that the current teaching team is comprised of the teachers with the same age group and
skillsets. At least, one teacher said if the teaching team is reshuffled or new teachers are added
who are believed to have a sound understanding of the flipped classroom approach, may help
The DLI constantly expands and downsizes some languages based on the national
security needs of the country. With the US focus shifting away from Afghanistan and the region,
the number of Urdu students has dropped significantly in recent years; as a result, some language
instructors lost their jobs in recent months from June 2016 to September 2018. There is a sense
of uncertainty among the Urdu teachers regarding their job security, making it more difficult for
them to show passion and motivation on a day-to-day basis. This can be addressed at the higher
level if DLI management takes necessary steps to address the uncertainty issue.
When asked whether the faculty understood the standards they are expected to meet in
light of the new and revised goal, all the teachers said they understand their role very well in
achieving 2+/2+/2. They all agreed the management has clearly spelled out the expectations of
them and they are doing their best to meet the new standards.
To a question about how they view the role of their supervisors, they were also of the
opinion that non-native management of the Urdu program does not understand the complexities
of the language, they; therefore, are not the best people to make decisions about the program.
Sixty percent of the teachers believe if the students can translate the target language content into
English, they; as a result, should be able to answer the questions in the Defense Language
Proficiency Test (DLPT). According to them, their approach will help achieve the desired results
for the Urdu program, so why bother about these “fancy” theories.
Learner Analysis
The focus of this training will be Urdu teachers. Most of the teachers do not have the
prior language teaching experience, as their biggest strength is that they are the native speakers
of the Urdu language. Though the basic recruitment requirement for the teachers is to at least
have a bachelor’s degree, the terms flipped classroom and open architecture are new to a number
7
of teachers. The military uses a lot of different technological tools and online resources, which
Teachers are required to get minimum of ILR level 3 score during the Oral Proficiency
Interview which they take during the process of the hiring process. They have to pass the
Instructor Certification Course (ICC) which is mandatory for every language instructor at the
DLI to be able to continue the job beyond a one-year period. It is a 160-hour training offered by
Generally, the Urdu students’ extra military duties and drills in some cases do not allow
them to have plenty of time to learn Urdu in the evening. They also do not get enough chances
to immerse with the native people outside the DLI and they cannot visit Pakistan due to security
concerns, which is a potential barrier to their learning. However, most of the students are highly
motivated by their national duty and also, they are paid an extra amount each month if they pass
the DLPT. The teachers’ motivation, on the other hand, has been slightly on the downside due to
Environmental Scan
DLIFLC is regarded as one of the finest schools for foreign language instruction in the
nation. As part of the Army Training and Doctrine Command, the institute provides resident
instruction at the Presidio of Monterey in two dozen languages, five days a week, seven hours
per day, with two to three hours of homework each night. Courses last from 26 to 64 weeks,
depending on the difficulty of the language. DLIFLC is a multi-service school for active and
reserve components, foreign military students, and civilian personnel working in the federal
government and various law enforcement agencies. The present facilities at the Presidio of
Monterey accommodate approximately 3,500 Soldiers, Marines, Sailors and Airmen, as well as
8
select Department of Defense and State members. To attend DLIFLC one must be a member of
the Armed Forces or be sponsored by a government agency. DLIFLC students are taught by
approximately 1,800 highly educated instructors, 98 percent of whom are native speakers of the
languages they teach. Aside from classroom instruction, faculty also write course materials,
design tests called the Defense Language Proficiency Test, and conduct research and analysis.
Solution Description
Proposed Solution
An hour long training session might be helpful to address the teachers’ reservations about
this new system with the explanation of how it can make their job easier if implemented
properly. The session may include success stories of similar approaches in other language
programs in DLI. The part of the training will be developed through Adobe Captivate module to
help the Urdu teachers understand flipped approach in general, and its
could have been introduced through a traditional lecture-based presentation, however, if learners
are involved through an interactive multimedia e-learning product, the learners will not only
understand the concepts but also retain it to be able to apply them in their classroom teaching.
The training will involve schemata building to help learners recall the relevant background
knowledge, presentation of content preferably through an adobe captivate module on the flipped
Goals
The goal of the DLI is to provide culturally based language education, training and
evaluation to enhance to national security of the United States. In order to meet the new national
security needs of the united states in an ever-changing world, the new language proficiency
9
requirement for the US military linguists in intermediate courses will be 2+/2+/2 by 2020. The
Urdu department made key changes to the curriculum to make sure the Urdu students get at least
minimum of 2+/2+/2 in listening, reading, speaking by 2020. The Urdu students will have the
language proficiency beyond narration level, which will help them do their jobs better and above
all retain their jobs in the US military because a soldier can lose his/her job if he/she does not
pass the DLPT. This training session will help the teachers and students understand as to why
this new curriculum is important to achieve the 2+/2+/2 goal; and also, it will try to find a
consensus among the stakeholders with regard to the steps that are important for the
implementation phase.
Learning Objectives
There is one terminal objective and three enabling objectives to break down content into
different segments so that each section has a particular role in order to achieve the main
objective.
• Given the model flipped lesson (prepared by the instructor), the participants will
be able to create a flipped lesson for Urdu students that matches at least 80% of
• The Urdu teachers will be able to describe the step by step process to design a
flipped lesson that conforms the requirements given the DLI Handbook for Basic
• The Urdu teacher will be able to describe how the flipped approach can be applied
"The flipped classroom is a pedagogical model in which the typical lecture and
homework elements of a course are reversed" (Educause, 2012). This approach is student-
centered and involves active engagement of the learners. The elements of cognitivism are found
in this training module. The learners will be given a chance to activate their background
knowledge about the flipped approach. Linda Harasim (2017) notes: “Schema Perspectives hold
that learning is easier if new subject matter compared to existing knowledge,” (p. 51).
Additionally, George Bonder notes: “Piaget believed that knowledge is acquired as the result of
lifelong constructivist process in which we try to organize, structure, and restructure our
experience in light of the existing schemes of thoughts.” (p.875) Robert M. Gagne’s (1965) nine
events of instructions are visible in this training model as it is essential that the learners are
engaged in similar tasks through guided practices to enable them to produce the actual task later
be seen as instructor models how to design a flipped lesson in front of the learners. For the later
part of the training, the peer learners co-construct knowledge with instructors as facilitators or
The instructor doesn’t take the leading role throughout the session but only facilitates
their discussions/activities. From the constructivist viewpoint, as noted by Harasim (2017), that
the teacher must understand the students’ pre-existing conceptions and guide the activity to
address, build on and refine pre-existing conceptions. (p.71) Social constructivism, strongly
influenced by Vygotsky's (1978) work, suggests that knowledge is first constructed in a social
11
context and is then appropriated by individuals (Bruning et al., 1999; M. Cole, 1991; Eggan &
Kauchak, 2004).
Albert Bandura’s social learning theory is applied in this training module as well.
Bandura (1977) explains in his Social Learning Theory the manner in which individuals learn
new behaviors through a process that involves observation, interaction and modelling. In this
training module, the learners will be presented with a model lesson. It is important that the
leaners get more time for guided practice to learn designing flipped lessons correctly to avoid
unlearning of the wrong learning in the future. Edwin R. Guthrie’s (1935) suggested that "a
combination of stimuli which has accompanied a movement will on its recurrence tend to be
followed by that movement.” Therefore, it is necessary that the Urdu teachers are given enough
There will be a 60-minute training event that will also include a technology-based flipped
component which the participants go through individually at the time and place of their own
choice before they work in groups. The participants will receive in advance an Adobe Captivate
module detailing with the help of animated videos what “flip” is and the question based activities
will be provided to them for the guided practice. The Captivate module will also address the
topics including but not limited to history and definition of the flipped classroom and how the
flipped approach has changed the way teaching was done in the classroom where it was
implemented.
There will be short questions (Appendix D) before the training to test their understanding
of flipped approach. This test item will help assess the participants’ understanding about the
flipped approach, providing the trainer a chance to clarify any misunderstandings they may have
12
and laying a solid foundation for the discussion on how flipped approach can be a solution to
their problems. An animated video will be created to show the participants an example of a
flipped lesson in Urdu. Similarly, after the training, testing will occur to assess the participants’
understanding and feedback will also be provided to them by showing the correct answers. The
participants will go through segments such as elements of a flipped classroom, tools required for
a successfully flipping a classroom and how to know if a lesson has been successfully flipped.
The hands-on exercise will occur towards the end of the training in which the participants will
create a model flipped lesson. The process will not only allow them to give each other feedback
but also provide the trainer with an opportunity to assess their understanding of the subject and
Principles
The following principles will be used while creating e-learning module using adobe
captivate to ensure that the learners get a chance to get engaged with interactive learning through
o Multimedia Principle
o Modality Principle
o Redundancy Principle
o Continuity Principle
o Coherence Principle
Training Design
Following is the detailed training design that includes all the activities for an hour long
event
1. Part I
13
2. Part II
C. Practice: Purpose to encode learning into long-term memory in a meaningful way. (15
min)
a flipped lesson.
participants’ understanding
ii. Share lessons and finalize one together using google docs or Sakai
ii. Feedback
F. Wrap up
Challenges
To develop an hour-long training module within a few weeks is a challenging task. The
design and development of the project will require a considerable amount of time as it involves
back and forth communication with the learners, my advisor and instructor, receiving feedback
and making changing accordingly. The other obstacle will be to gain the learners’ trust that they
can have a meaningful learning experience through this module. Part of the reason is that I have
worked with them as their colleagues for several years so they might not take it as a serious
effort. I will have to make sure that they are engaged in the learning from the onset and they
The participants will take the training online; however, the instructor will remain
available through Sakai to help them if needed. The instructor will play the role of a facilitator as
this will be a participant-led training session. The participants will engage in group discussions
15
and hands-on activities to understand the DLI’s vision for achieving 2+/2+/2 through flipped and
Timeline
The development of this project will continue through the fall of 2017. The first phase
implementation began in June 2018. The project will official be launched in December 2018.
Timeline
Timeframe ADDIE Steps Description
Before September 10 Analyze Complete – Already spoken to
Urdu teachers & identified need
for training through surveys last
year.
September 12-26 Design To complete storyboard and
gather relevant materials
September 26 To October 1 Design Complete script, guidebook and
job aids outline
October 1 - 6 Evaluate Consult with advisor and
colleagues to make sure project
is on right track
October 7-20 Develop Build Captivate shell, obtain
images, and finish script
16
Implementation Plan
requirements for the instructors and Urdu teachers who conduct the session. They are familiar
with the Adobe Captivate as they have been using it for a while, therefore, they will not have any
problem developing the module or implementing it during the session. Once the module is
Resources
A classroom will be used for this training session. This training workshop will be based
on the flipped classroom approach as the Urdu teachers will be given the materials in advance to
prepare them guided practice and work they will do in the traning. It is also a good way to model
how effective the flipped and open architecture approaches can be if conducted in a correct
manner.
Videos or visual aids, e-learning module, a flip chart, smartboard, and print materials will
be used for the training. Using visual aids for training stimulates thinking and improves the
learning environment as it always helps to do away with the monotonous learning environment.
17
Videos and interactive activities also increase interactivity in the classroom because students
develop and increase their personal understanding of the topic when they find learning
Evaluation
Formative Evaluation
Interactive video quizzes will be included in the Adobe Captivate module as needed to
measure the understanding and provide an opportunity for practice for practical application of
the concept on the job. To ensure the learning effectiveness, usability, accuracy and completeness
of the training, a developmental test will be conducted with the help of a small group of teachers.
The way this training is set up, as it includes guided practices, group work, and quizzes, is to
give plenty of room for formative assessment during the training. The course will be considered
successful if the participants are able to create an outline for a model lesson that is fully in line
Summative Evaluation
learning of the participants in the course. Besides assessing their learning, a learner reaction
survey will be included to find out what they think was helpful, what was not helpful, and one
thing that they will take away with them. Statistical analysis (for example t-analysis) will be
used to compare their pre and posttests scores to determine the learning effectiveness of the
learning.
1. Pre-test
18
2. Post-test
References
Guthrie E.R. (1935). The Psychology of Learning. New York: Harper & Row.
NJ.
Handbook for Basic Course Curriculum Development. (2018). Monterey, CA: DLIFLC.
Harasim, L. M. (2017). Learning theory and online technology: How new technologies are
https://www.simplypsychology.org/bobo-doll.html
Vygotsky’s philosophy: Constructivism and its Criticisms Examined Liu & Matthews,
Appendices
Appendix A
Year Listening 2+
2016 40.5%
2017 33%
21
Appendix B
6. If answer to the above question is yes, then which primary method was used in
8. If the answer to the above question is yes, please briefly explain your
9. Have you ever taken a course that was in a flipped classroom format?
22
10. Were you given adequate training to implement the curriculum based on flipped
concept?
Language Institute?
12. Do you think the flipped approach is the right method to achieve 2+/2+/2 goal in
Appendix C
I. Pre Test
d) To change activities
a) teacher-centered
b) student-centered
a) revised constantly
b) reversed orderly
c) rehearsed frequently
d) repeated daily
8. Select the tools, which can be helpful in successfully flipping a classroom. Select all
that apply.
a) YouTube
b) Google Docs
c) A Video Camera
d) Study table
e) Lamp
a) Facilitator
25
b) Corrector
c) Translator
d) Delivering lecture
10. Which one the following are teacher’s roles in the flipped classroom? Select all
that apply.
b) Creating instructions/activities
a) To turn over
b) To disrupt
c) To upside down
d) To change
a) teacher-centered
b) student-centered
5. The flipped classroom is a pedagogical model in which elements of course are: (1)
a) revised constantly
b) reversed orderly
c) rehearsed frequently
d) repeated daily
a) Facilitator
b) Corrector
c) Translator
d) Lecture provider
28
9. Select the tools, which can be helpful in successfully flipping a classroom. Select all
that apply.
a) YouTube
b) Google Docs
c) A Video Camera
d) Study table
e) Lamp
10. Which one the following are teacher’s roles in the flipped classroom? Select all that
apply.
b) Creating instructions/activities
Appendix D
TITLE OF STUDY
PRINCIPAL INVESTIGATOR
Muhammad Farooq
Department of Education
Pacific Grove
831-123-4567
mfarooq@csumb.edu
PURPOSE OF STUDY
You are being requested to take part in a training on flipped approach. Before you decide to
participate in this training, it is important that you understand why the training is being done and
what it will involve. Please read the following information carefully. Please ask the trainer if
The purpose of this project to identify challenges for implementation of flipped based approach
for Urdu language at Defense Language Institute and design a training module to facilitate
STUDY PROCEDURES
a) This project will involve questionnaires disseminated among your class to gather the
information about the flipped approach in Urdu school. These surveys will be very short
and will not take more than 15 minutes of your time.
b) The project will also require access to your grades and test scores.
30
c) Your responses will not be video or audiotaped; however, a paper record will be kept for
validity of the research.
RISKS
There are no risks involved in this study; however, you may decline to answer any or all
questions and you may terminate your involvement at any time if you choose.
BENEFITS
There will not direct benefits to the participants of this study; however, it is expected that this
study may help improve the language proficiency of the future students and also train teachers
CONFIDENTIALITY
Your responses to this survey will be anonymous. Therefore, you are not required to write any
identifying information. Your data will be kept safe and will not be released to anyone except the
research team.
CONTACT INFORMATION
If you have any questions about this study, or you experience adverse effects as the result of
participating in this study, you may contact the researcher at 821-123-4567 or if you do not feel
you can discuss with the researcher, please contact the Institutional Review Board at 821-123-
7654.
VOLUNTARY PARTICIPATION
Your participation is absolutely voluntary and at any point you decide to withdraw you are fee to
do so even after you have signed the consent. If you withdraw from the study, the data collected
CONSENT
I have read and I understand the provided information and have had the opportunity to ask
questions. I understand that my participation is voluntary and that I am free to withdraw at any
time, without giving a reason and without cost. I understand that I will be given a copy of this