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Running header: FINAL PROJECT

Final Project
Robin Henderson
Dr. Kathy Milhauser
Post University EDU 627
October 21, 2016

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Introduction
The Rhode Island School for the Deaf (RISD) services students and families from

a variety of linguistic and cultural backgrounds. The school offers free sign language classes to
family members and caregivers to increase language access for deaf and hard of hearing children
within their home environment. In the past few years, there has been an increase in students who
come from families that do not use English as their primary language. Due to this increase, the
school has offered a second class for multilingual families by using multiple interpreters to
facilitate communication between the instructor and family members.
Although the school has begun to provide sign language classes for non-English speaking
families, the availability of resources continues to be a struggle. American Sign Language
instructional materials and online resources are typically written in English which limits the
ability of the participants to continue to practice at home. An e-learning module that reinforces
class concepts and is accessible to Spanish speaking families will allow families to continue to
practice new vocabulary skills at home. The e-learning modules will be developed using existing
materials currently used by the American Sign Language instructor.
Stakeholders
The stakeholders that will be involved with design and development of the project will
be: the instructional designer, American Sign Language instructor, administrators, social worker
(home-school liaison), Spanish interpreter.
The stakeholders that will be directly impacted by the training are the multi-lingual deaf
child and their family members. Extended family and friends, community members (people and
places within the community such as stores, restaurants), and potential future employers will be

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indirectly impacted in the long term by increasing access to language and expanding
opportunities for personal growth.
Project Proposal
The project will consist of 5 e-learning modules that align with the existing
materials currently used at Rhode Island School for the Deaf to teach American Sign Language.
The topics for the e-learning modules are: family, time, holiday, numbers and feelings with
fingerspelling (American Sign Language alphabet) integrated into each unit. The modules will be
used by the instructor to support learning within the classroom as well as used by the learner
outside of the classroom on their own time. The module will be accessible to both English and
Spanish language users.
Time to Complete
The five e-learning modules will be created using the authoring tool Smartbuilder by
August of 2018. One e-learning module is already created but not yet implemented, two
modules will be created by August 2017 and the remaining two modules will be created by
August 2018.
The materials that will be used to create the e-learning modules are currently used by the
American Sign Language Instructor to teach the family sign language classes. Images and video
clips are stored and ready for use. The time dedicated to this project is solely used for the
creation of the e-learning module using the authoring tool, Smartbuilder.
Project Cost and Work Schedule
The Rhode Island School for the Deaf contract indicates the following:

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teacher leader positions receive a yearly stipend of $4,500 with the requirement of
remaining after school for two hours per week. (45 min X 5 days a week = 3.75 hours a

week X 40 weeks= 150 hours


staff remain after school five days for two hours each day (5 days per year X 2 hours =
10 hours)

Extended School Year at $4,000 for 4 weeks of work can be used for school
improvement pending approval. (4 days a week X 4 hours a day X 4 weeks= 64 hours)

The total number of hours per year totals 224 hours for a cost of $8,500 bringing the total
number of hours to 448 hours at a total cost of the project to $17,000. Theoretically, this cost is
built into the teacher contract and is not an additional cost to the school.
Milestones
The following milestones indicate the project is on-track to be completed by August of 2018:
Module
Module #1,

Date of completion
December 2016

Instructor guide
Learner guide
Module #2

Evidence
Instructor

trained,

module

scheduled for implementation


June 2017

Instructor

trained,

module

Module #3

October 2017

scheduled for implementation


Instructor trained, module

Module #4

February 2017

scheduled for implementation


Instructor trained, module
scheduled for implementation

Module # 5

May 2018

Instructor

trained,

module

scheduled for implementation

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Evaluate

5
August 2018

Interview instructor, director,


learners

Project Work Breakdown Structure


The following level one through three tasks need to be executed by the project team:
1. Create Instructional Guide for trainer
1.1. Align goals and objectives with current program
1.2. Create instructions on how to access module
1.2.1. Include locating using the web address
1.2.2. Trouble shooting (which browsers support Smartbuilder)
1.3. Outline features of the module for the learners
1.4. Apply blended learning best practices
1.4.1. Defining blended learning
1.4.2. Suggested uses of module for adult learners in the classroom
1.5. List frequently asked questions
2. Create instructional Guide for Learner
2.1. List goals and objectives of the e-learning module
2.2. Create instructions on how to access the module
2.2.1. List trouble shooting solutions (which browser works best)
2.3. Outline features of the module
2.4. List frequently asked questions.
3. Implement Module 1
3.1. Review project plan with stakeholders
3.1.1. Overview of deliverables (instructor guide, learner guide, modules)
3.2. Plan implementation with American Sign Language instructor
3.2.1. Review module
3.2.1.1.
Review instructors guide
3.2.1.2.
Train instructor
3.2.1.2.1.
Review and recall module features (English/Spanish, back button,
glossary, drag/drop, multiple choice, refresh)
3.2.1.2.2.
Review and discuss implementation of pre-assessment/post
assessment
4. Create module 2
4.1. Locate and identify vocabulary for module 2
4.1.1. Locate handshapes associated with each vocabulary word
4.1.2. Locate images for each vocabulary word
4.2. Create movie incorporating sign, image, word sandwich approach
4.3. Create slide sections for each vocabulary word
4.3.1. Watch movie and practice
4.3.2. Watch and Learn (view handshape and sign)

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4.3.3. Drag and Drop (matching word to sign)
4.3.4. Multiple choice (View video/decide which word was NOT signed)
4.3.5. Receptive assessment (View mini dialogue, summarize dialogue within
Smartbuilder)
4.4. Create Spanish branch of existing slides
4.5. Translate all text to Spanish in Spanish branch
4.6. Create expressive language assessments
4.6.1. Locate scenarios associated with units (example family unit a scene with family)
4.6.2. Identify technology that will support expressive language assessment (Photo
booth, Recap)
4.6.3. Receptive assessment (View mini dialogue, summarize dialogue within
Smartbuilder)
4.7. Create Spanish branch of existing slides
4.8. Translate all text to Spanish in Spanish branch
4.9. Create expressive language assessments
4.9.1. Locate scenarios associated with units (example family unit a scene with family)
5. Implement module 2
5.1. Review project plan with stakeholders
5.1.1. Overview of deliverables (instructor guide, learner guide, modules)
5.2. Plan implementation with American Sign Language instructor
5.2.1. Review module
5.2.1.1.
Review instructors guide
5.2.1.2.
Review and recall module features (English/Spanish, back button,
glossary, drag/drop, multiple choice, refresh)
5.2.1.3.
Review and discuss implementation of pre-assessment/post assessment
6. Create Module 3
6.1. Locate and identify vocabulary for module 2
6.1.1. Locate handshapes associated with each vocabulary word
6.1.2. Locate images for each vocabulary word
6.2. Create movie incorporating sign, image, word sandwich approach
6.3. Create slide sections for each vocabulary word
6.3.1. Watch movie and practice
6.3.2. Watch and Learn (view handshape and sign)
6.3.3. Drag and Drop (matching word to sign)
6.3.4. Multiple choice (View video/decide which word was NOT signed)
6.3.5. Receptive assessment (View mini dialogue, summarize dialogue within
Smartbuilder)
6.4. Create Spanish branch of existing slides
6.5. Translate all text to Spanish in Spanish branch
6.6. Create expressive language assessments
6.6.1. Locate scenarios associated with units (example family unit a scene with family)

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6.6.2. Identify technology that will support expressive language assessment (Photo
booth, Recap)
6.6.3. Receptive assessment (View mini dialogue, summarize dialogue within
Smartbuilder)
6.7. Create Spanish branch of existing slides
6.8. Translate all text to Spanish in Spanish branch
6.9. Create expressive language assessments
6.9.1. Locate scenarios associated with units (example family unit a scene with family)
7. Implement module 3 and 4
7.1. Review project plan with stakeholders
7.1.1. Overview of deliverables (instructor guide, learner guide, modules)
7.2. Plan implementation with American Sign Language instructor
7.2.1. Review module
7.2.1.1.
Review instructors guide
7.2.1.2.
Review and recall module features (English/Spanish, back button,
glossary, drag/drop, multiple choice, refresh)
7.2.1.3.
Review and discuss implementation of pre-assessment/post assessment
8. Create module 5
8.1. Locate and identify vocabulary for module 2
8.1.1. Locate handshapes associated with each vocabulary word
8.1.2. Locate images for each vocabulary word
8.2. Create movie incorporating sign, image, word sandwich approach
8.3. Create slide sections for each vocabulary word
8.3.1. Watch movie and practice
8.3.2. Watch and Learn (view handshape and sign)
8.3.3. Drag and Drop (matching word to sign)
8.3.4. Multiple choice (View video/decide which word was NOT signed)
8.3.5. Receptive assessment (View mini dialogue, summarize dialogue within
Smartbuilder)
8.4. Create Spanish branch of existing slides
8.5. Translate all text to Spanish in Spanish branch
8.6. Create expressive language assessments
8.6.1. Locate scenarios associated with units (example family unit a scene with family)
8.6.2. Identify technology that will support expressive language assessment (Photo
booth, Recap)
8.6.3. Receptive assessment (View mini dialogue, summarize dialogue within
Smartbuilder)
8.7. Create Spanish branch of existing slides
8.8. Translate all text to Spanish in Spanish branch
8.9. Create expressive language assessments

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8.10.
Locate scenarios associated with units (example family unit a scene with family)
9. Evaluate program
9.1. Interview class participants
9.1.1. Create qualitative survey
9.1.1.1.
Translate survey into accessible language
9.1.2. Contact parents
9.1.2.1.
Explain the goal of the survey
9.1.2.2.
Discuss their experience in class
9.2. Interview American Sign Language Instructor
9.2.1. Gather feedback from instructor on use of e-learning module in classroom
9.3. Evaluate pre-assessment and post- assessment for each unit. Using data, determine if elearning modules increased participants American Sign Language skills
9.4. Summarize findings for stakeholders
9.5. Present findings and modify modules as needed
10. Implement program for year 2017-2018
10.1.
Meet with instructors to review components of e-learning module
10.2.
Review expectations of pre-assessment and post-assessment
10.3.
At conclusion of program, repeat evaluation step of the process. Gather relevant
data.
Additional Project Plans
In addition to the work breakdown structure (WBS) the success of the project requires
more in depth planning. A project resource plan, quality management plan and a communication
plan have been developed to ensure that the e-learning modules are developed in a timely and
effective manner that meets or exceeds the expectations of the stakeholders. Each of the three
plans chosen provide specific information that, if adhered to, will lead to the successful
completion of the e-learning modules. Further rationale for each of the plans will be explained in
detail throughout the paper.
Project Resource Plan
Project Name:
Prepared By:
Date:
Resource Profiles:

Family Sign Language


Robin Henderson
October 6, 2016
The project requires resources such as Spanish to English translation,
ability to build e-learning module, proficiency in American Sign

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Language, and technology that allows video creating, movie making, and
creation of e-learning module

People:

Robin H (Designer and Project Manager)


Susan W (ASL Specialist)
Todd F (equipment manager and technology support)
Gerlany M (English to Spanish Translation)
Nancy MH (primary stakeholder/school director)

Equipment:

Mac desktop

Facilities:

Access to classroom at Rhode Island School for the Deaf

Materials and
Supplies:

Services:

Divider to provide blue background for signer


Photobooth (Mac software)
I Movie (Mac software)
Smartbuilder (create and account)
PowerPoint with unit vocabulary (printed copy/shared file)

Access to classroom will be needed afterschool hours requiring the


services of the security guard and/or maintenance staff to unlock and lock
up prior to start and after completion.

Resource Information:
Resources and

Cost Estimate

Availability

Quantity

Known Constraints

$0.00

as needed

server failures can limit

Materials

Mac Desktop

accessibility
Off -hours

$0.00

access

until 10 pm

na

Saving on the server is essential


Difficulty contacting security

Weekends

guard from outside the building

Divider

$0.00

8am to 12 pm
in specific
1

Use classroom with dividers

I Movie
Smartbuilder

$0.00
$0.00

rooms
NA
NA

Must be downloaded by admin


Must have updated Flash

1
NA

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PowerPoint

$0.00

Shared by

none

owner
Resource Staffing Plan:
Year One 2016-2017
Staff

December

February

April

June

August

Robin H
Sue W
Todd F
Gerlany M
Nancy MH

2016
2017
2017
2017
2017
X
X
X
X
X
X
X
X
As needed throughout project tech assistance
X
X
X
X
X

October

December

February

2017
X
X

2017
X

2018
X
X

X
X

Year Two 2017-2018


Staff

Robin H
Sue W
Todd F
Gerlany

February

May

June

August

Decembe

May

August

2018

2018

2018

2018

2019

2019

2018
X
X

X
X

X
X

X
X
X
X
As needed throughout project tech assistance
X
X

M
Nancy

MH

Project Resource Plan Signatures:


Project Name
Family Sign Language
Project Manager
Robin Henderson
I have reviewed the information contained in the project resource plan and agree
Name
Nancy MH
Sue W
Gerlany M
Todd F

Role
Director
ASL Instructor
Translator
Technology

Signature

Date

Rationale:
The Project Resource plan identifies the necessary equipment, facilities, and people that
will work on the project. Each person identified within the resource plan is a valuable resource
with a specific skill required in order to complete the project. The project will be completed
during school work hours and will use personnel that is paid by the school. The people who are

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working on the project will receive a stipend for their work. However, much of the work will be
completed during the school day. By creating a resource plan, accountability is created and an
agreement is made that recognizes the role and resource that each person provides.
Project Quality Plan
Project Name:
Prepared By:
Date:

Family Sign Language


Robin Henderson
October 6, 2016
Project Quality Definition: Quality of project will be determined by a pre-determined
evaluation team prior to implementation.

Video quality will be assessed on a scale of 1-5 for each video component prior to

inserting into module


English to Spanish Translation will be evaluated for accuracy
Ease of use/error free will be assessed using a checklist for each component of the

module by a selected individual NOT involved in the project prior to implementation


Schedule adherence will use a checklist of milestones kept by the Project Manger using

the Project Resource Plan, Work Breakdown Structure and Milestone list.
Deliverables and Acceptable
Deliverable
Acceptance Criteria/Applicable Standard
Module #1 Quality of Sign Language Video
Module #1 Accuracy of translation

Mean of video quality = 4 to 5


Spanish translated reviewed and edited by

Module #1 Ease of Use

Spanish L1 user
Checklist Reviewed and Modified

Module #1 Schedule Adherence

Re-evaluated until checklist is 95% error free


Checklist of Milestones met

Instructor Guide

Review Project Resource Plan Staff, WBS


Reviewed by Instructor and Director,

User Guide

Feedback received and amended


Reviewed by at least two parents prior to
implementation. Interview to determine ease

Module #2 Quality of Sign Language Video


Module #2 Accuracy of translation

of use with only User guide


Mean of video quality = 4 to 5
Spanish translated reviewed and edited by

Module #2 Ease of Use

Spanish L1 user
Checklist Reviewed and Modified
Re-evaluated until checklist is 95% error free

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Module #2 Schedule Adherence

Checklist of Milestones met

Module #3 Quality of Sign Language Video


Module #3 Accuracy of translation

Review Project Resource Plan Staff, WBS


Mean of video quality = 4 to 5
Spanish translated reviewed and edited by

Module #3 Ease of Use

Spanish L1 user
Checklist Reviewed and Modified

Module #3 Schedule Adherence

Re-evaluated until checklist is 95% error free


Checklist of Milestones met

Module #4 Quality of Sign Language Video


Module #4 Accuracy of translation

Review Project Resource Plan Staff, WBS


Mean of video quality = 4 to 5
Spanish translated reviewed and edited by

Module #4Ease of Use

Spanish L1 user
Checklist Reviewed and Modified

Module #4 Schedule Adherence

Re-evaluated until checklist is 95% error free


Checklist of Milestones met

Module #5 Quality of Sign Language Video


Module #5 Accuracy of translation

Review Project Resource Plan Staff, WBS


Mean of video quality = 4 to 5
Spanish translated reviewed and edited by

Module #5Ease of Use

Spanish L1 user
Checklist Reviewed and Modified

Module #5 Schedule Adherence

Re-evaluated until checklist is 95% error free


Checklist of Milestones met

Review Project Resource Plan Staff, WBS


Quality Assurance Activities: Steps to ensure quality
1. American Sign Language Instructors in the community and within the school not
involved in the project will review quality of sign language videos prior to inserting
into modules
2. Volunteer staff using only the users guide will attempt to use the modules to evaluate
ease of use.
3. Bi-lingual staff will review English to Spanish translations to ensure accuracy.
4. Project Manager will use a checklist of milestones paired with the work breakdown
structure and project resource plan. Weekly check-in during assigned work periods and
staff work logs and/or submitted components of completed sections of project shared
on the school server for frequent check-ins.
Project Monitoring and Control
Audits and Reviews

checklist of milestones paired with the


work breakdown structure and project

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resource plan.
Weekly check-in during assigned work
periods and staff work logs and/or
submitted components of completed
sections of project shared on the school

server for frequent check-ins.


Maintain work-hours log in a shared file to ensure

Budget

that staff is not working over designated time.


While staff are paid a stipend and hours are
designated, lack of management may result in
burn-out. A reassessment of stipends may be
needed if the scope and schedule change.
Project Quality Plan Signatures
Name

Role

Robin H

Designer/Project

Nancy M

manager
Director

Todd F

Technology

Sue W

ASL instructor

Gerlany M

Translator

Signature

Date

Rationale
The management of the project quality is an essential component to the success of this
project. The project relies on the ability of the learner to receive information that is presented in
two languages. They need to be able to clearly see the sign presented (is the video blurry? Is it
too small? Is it too fast?) and they need to be able to access the module in their first language,
Spanish. (Are the translations correct? Are they in the right place? Are the accents typed
correctly?).
In addition to ensuring the quality of the language is correct, project quality control also
considers the structure of the module itself. Features of the module will be examined such as: are

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all the correct answers always first, are the correct answers indeed correct, and is the module
clear to follow and easy to use for a beginning user who may not be familiar with computers.
Project Communication Plan
Project Name:
Family Sign Language
Prepared By:
Robin Henderson
Date:
October 6, 2016
Project Purpose: To provide multilingual families with resources to learn American Sign Language to support
their deaf or hard of hearing child.
Communication Principles:

Communication will be:

Straightforward and honest in keeping with the values of the school and standards for two-way

communication
Written from the perspective and voice of the intended stakeholder using a conversational tone
Concise, direct and produced in a manner that is easily understood
(Cox, 2009)
Communication Objectives:

Inform stakeholders of goals and objectives of family sign language modules


Influence current teaching practices to differentiate classroom instruction
Increase learner participation and practice rates at home using sign language modules
Target Audience:
Stakeholders for Family Sign Language Modules

American Sign Language Instructor


Class participants (families of deaf and hard of hearing children)

Director of school and school staff (those with parental contact)


Key Messages
Inform stakeholders of benefits of a language rich environment
Inform stakeholders of the accessibility features (Spanish access and ease of use)
Remind and encourage stakeholders for continued engagement to increase the social, emotional and
academic benefits of increased language skills
Inform learners of each new module as it is implemented (refer to milestones and project schedule)
Change Implications:
Change will happen by the stakeholders in the following ways:

Increase in family involvement due to access to resources (English/Spanish module)


Increase in ability for families to effectively communicate with their child
Increase in overall school and community functioning

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The following practices need to change:

American Sign Language Instructor will need to differentiate instruction and use modules in class
American Sign Language Instructor needs to reinforce use of module throughout class

The following behaviors need to change:


An increase in attendance and consistency of attendance by the families
An increase in practice outside of the classroom using provided resources
Challenges and Opportunities
Not all families are literate or educated. They are often intimidated by school personnel regardless of the
accommodations and translating resulting in ineffective communication (attitude and perception)
Inconsistent access to communication portals (phone is shut off, no car, no internet)
Communication Methods
Audience
Message
Channel
Responsible Response

Due
Date

Director

Inform of project status,

General Staff

1:1 meeting

Project

None

implementation dates, growth

Manager

Notes

data and information to be sent

Robin H

taken at

Director

meeting
Click on

home
Inform of implementation dates

Google Form

and information to be sent home

Meetings

TBD

TBD

agree at end
of
form/messa

Families

Phone call

objectives of modules, how to

Home visit

Notes from

Flyer

Gerlany

access
Project Communication Plan Signatures
Name
Role
Robin H
Designer/Project
Nancy M
Gerlany M

ge
None

Inform of benefits of practice,

Signature

Gerlany

TBD

Date

Manager
Director
Translator

Rationale
Effective communication is essential to the success of the project. Stakeholders need to
be aware of the benefits of a learning American Sign language to provide their child with a

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language rich environment. Communicating in the first language of the stakeholder (Spanish)
and informing the stakeholders of the language accessibility features of the module may increase
participation and therefore increase the ability to converse in sign language. Communication
needs to be carefully planned in order to reach the intended audience. Challenges such as lack of
access (no phone, no car, English not the primary language of the receiver) can risk project
failure.

Conclusion
An e-learning module will provide families with access to materials that will allow them
to practice new vocabulary and skills. By providing families with opportunities to practice
independently, their American Sign Language skills will be reinforced and increase the
accessibility of language within their household.