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LEARNING, DESIGN AND TECHNOLOGY
CAPSTONE PROJECT GUIDELINES
For CUIN LDT Master’s Students
PURPOSE OF THE LDT CAPSTONE PROJECT
As part of the program requirements for the Learning, Design & Technology (LDT) Master’s
program, you will complete a Capstone Project. The Capstone Project demonstrates the depth
and breadth of your educational growth through the LDT program and highlights the knowledge
and skills you have gained as well as your development as a reflective practitioner.
The LDT Capstone Project provides you with the opportunity to apply, integrate and synthesize
key concepts that you learn from courses in your program of study. The Capstone Project requires
that you identify an authentic and challenging technology-related problem and then design,
develop, implement and evaluate a proposed solution to meet that need.
You should begin thinking about your Capstone Project during your first semester of study. The
role of your advisor is to provide feedback on your ideas, approve your proposal, and supervise
the work you do for the Capstone Project. This advisor may be your coursework advisor who is
assigned at the beginning of your program or you may change advisors for the Capstone Project
based on a faculty member’s area of expertise related to your topic.
In addition to the project components described in detail below, the Capstone Project may also
include an additional face-to-face oral defense in which you will explain, clarify and answer
questions posed by the LDT faculty. Upon your successful defense, a copy of your Capstone
Project will be shared on the LDT website for other students and interested parties to view.
STRUCTURE OF THE CAPSTONE PROJECT
Your Capstone Project should highlight your knowledge and understanding of the instructional
systems design process (part of the curriculum in CUIN 7390: Instructional Design taught every
spring), including analysis, design and development, and formative evaluation activities. In the
LDT Capstone Project, you will identify a need or problem in an instructional setting, develop a
technology-based solution to that instructional problem, conduct a formative evaluation on the
proposed solution, make recommendations for future implementation, and provide a
dissemination plan. The design and development of much of this project can be accomplished as
part of several LDT courses in your program of study; however, we expect you to complete some
work outside of coursework.
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LDT SKILLS AND COMPETENCIES
The LDT Capstone Project is intended to demonstrate that students have the knowledge, skills,
and disposition required to master the International Society for Technology in Education (ISTE)
Curriculum Guidelines for Basic Endorsement in Educational Computing and Technology
Literacy for Technology Coach (http://www.iste.org/docs/pdfs/ncate-tech-coaches-
standards.pdf?sfvrsn=4). These foundational competencies are also applicable to instructional
technology-related careers in higher education, corporate, and non-profit settings.
CAPSTONE PROPOSAL
Once your thoughts have developed through your experiences in coursework, write a draft
capstone proposal and set up an appointment to discuss it with your advisor. The topic of your
capstone project is your decision. You should choose a topic about which you have some prior
knowledge. Your project should address an instructional need that you can identify and that can
be effectively addressed by a technology solution. You should submit a brief (1-2 page) Capstone
Proposal prior to your beginning work on the project and at least two semesters before
graduation.
The proposal should contain the following elements:
1. TITLE PAGE: your name, date, advisor, the semester you entered the LDT program, and the
title of your Capstone Project
2. SETTING/CONTEXT: In what environment are you going to complete your capstone project?
Who is the audience for the project? Provide a brief audience analysis.
Assessment criteria: The proposal is situated in an appropriate context that is adequately
described. The audience analysis presents a clear picture of demographic data that is
relevant to the proposed project.
3. CAPSTONE PROBLEM AND RATIONALE: Describe the need or problem that you will address
by your project. Justify how technology can help to effectively address this need.
Assessment criteria: The description makes it clear that a need/problem exists, and that it
could be addressed by a technology solution.
4. PROJECT GOAL AND OBJECTIVES: List the goal(s) of your project and the performance
objectives.
Assessment criteria: The goal is appropriate and realizable. The objectives are formatted
using the four parts of an objective (audience, behavior, condition and degree).
5. PROJECT DESCRIPTION: This section should include: a) a brief description of the project, b) a
timeline for your completion of the project, and c) any resources you will need to complete
the project and how you will obtain them.
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Assessment criteria: This section articulates the project in a way that the reader can envision
what will take place. A realistic timeline is provided. Resources needed are realistic and
obtainable.
6. EVALUATION PLAN: This section should include: a) a description of how you will
demonstrate you met your performance objectives, b) timeline for your evaluation, and c)
samples of evaluation instruments such as a survey, an observation form, or interview
questions.
Assessment criteria: The evaluation plan articulates the relationship between the objectives
of the project and the evaluation methods. The timeline is clear and realistic for the scope of
the project. Samples of the evaluation instruments are included and well developed.
The purpose of this proposal is to serve as a communication tool between you and your
advisor. It will help you get started on the capstone project, as you put your thoughts on paper
and review them with your advisor. The proposal is not part of your capstone grade, but you
will expand on its content in the four components of the LDT capstone project described next.
THE FOUR COMPONENTS OF THE LDT CAPSTONE PROJECT
The LDT Capstone Project consists of four components -
1. Design Document
2. Literature Review
3. Multimedia Product
4. Audio-Narrated Presentation
You may complete most of these components as part of your LDT coursework. The intention is
that you select your topic during CUIN 7390: Instructional Design, and then complete your
literature review and develop your multimedia product on that same topic. In essence, your
“Design Document” is your plan, your “Literature Review” presents relevant research and
professional readings related to your plan, and your “Multimedia Product” is a technology-based
solution that you have developed to address the problem you identified in your Design
Document.
*It is therefore highly recommended that you take CUIN 7390: Instructional Design early in your
Master’s coursework, so that you will have a topic identified and Design Document from which
you can then develop the other components of the LDT Capstone Project. CUIN 7390 is taught
every spring semester.
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The courses that correspond to each component are as follows:
1. DESIGN DOCUMENT – CUIN 7390: Instructional Design (taught every spring)
2. LITERATURE REVIEW – CUIN 7347: Seminar in Learning, Design, and Technology (taught every
fall)
3. MULTIMEDIA PRODUCT – Most LDT Master’s courses (taught on a rotating schedule) contain
opportunities for the development of multimedia products, including
a. CUIN 7350: Integrating Technology in Learning Environments
b. CUIN 7374: Educational Multimedia
c. CUIN 7358: Educational Uses of Digital Storytelling
d. CUIN 7368: Digital Imaging
e. CUIN 7376: New Tools for Creating Online Educational Materials
f.
CUIN 7389: Digital Media
4. A
UDIO-NARRATED PRESENTATION
You will complete the fourth component, “AUDIO-NARRATED PRESENTATION,” outside of
coursework. However, the LDT Master’s coursework will provide you with opportunities
to learn the technical and design skills to create such a presentation.
DESIGN DOCUMENT
The Design Document component of the LDT Capstone Project is the final project in CUIN 7390,
Instructional Design. The Design Document consists of specific sections. They are as follows:
1. Need for the project, including statement of the problem, background of the problem
(including citations to relevant literature), rationale for the need for instruction, and
the instructional goal
2. Analysis of learning context
3. Analysis of learners
4. Analysis of learning task
5. Learning objectives
6. Strategies used
7. Use of appropriate media
8. Formative evaluation plan
9. Formative evaluation
10. Statement about personal learning
LITERATURE REVIEW
The Literature Review component of the LDT Capstone Project is a large part of the CUIN 7347:
Seminar in Learning, Design, and Technology. You will learn about the process of gathering
information and composing a literature review in this course. The literature review should be
directly relevant to your Design Document and will provide background information on the
problem and describe and support your rationale for the need for instruction. Through summary,
classification, synthesis, and comparison you will analyze and organize a published body of
knowledge. This includes relevant research studies, reviews of literature, and professional
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articles related to your topic that will be useful for informing your Design Document and
Multimedia Product development.
The Literature Review should be 8-10 double-spaced pages and include at least ten academic
sources. Follow APA style (APA Publication Manual, 6
th
ed., 2
nd
printing) in the way that you
format your literature review paper and how you cite sources in-text and in your reference list.
The manual is available at the library or can be purchased at most bookstores. The Purdue Online
Writing Lab website (https://owl.english.purdue.edu/owl/section/2/10/) provides clear
instructions and examples for how to write using APA style. The UH Library on campus and online
(including e-books and full-text articles) is a wonderful resource for literature review sources.
Visit the UH Library website for hours and links to online resources – http://info.lib.uh.edu.
MULTIMEDIA PRODUCT
The types of technologies you use for your multimedia product will largely depend on your topic
and your Design Document. LDT Master’s coursework incorporates a range of technologies,
including creating digital storytelling videos, websites, images and graphics, and screencasts.
Whatever form your multimedia product takes, you should follow appropriate design principles
for the medium selected.
For example, creating websites is part of CUIN 7316: Development of Online Educational
Resources. As you would learn in this course, an educational website should have clear navigation
with no broken links, use an appropriate layout to organize information, incorporate color and
media (such as images) effectively, be user-friendly and accessible, and have minimal
typographical errors.
The Multimedia Product needs to be a fully developed instructional product that comes from
planning specifications made in your Design Document. It is composed of “Multimedia,” and as
such should contain two or more types of media (text, images, video, audio, animations, etc.).
Make sure that all media used in your Multimedia Product are appropriate for educational
purposes. Media should be original or, if not original, be used under Fair Use guidelines (see
http://www.copyright.gov/circs/circ21.pdf for more information on Fair Use). Media should also
be appropriately cited in some manner in the Product (such as by having a “Sources” listing at
the end of a video or by including citations listed below each image on a web page).
AUDIO-NARRATED PRESENTATION
You will present your Capstone Projects via your Audio-Narrated Presentations to the LDT faculty.
The Audio-Narrated Presentation is a video in which you present the first three components of
your LDT Capstone Project (Design Document, Literature Review, and Multimedia Product).
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There are many ways that you can create an Audio-Narrated Presentation. For instance, you
could use a screencast tool to record your voice as you narrate PowerPoint slides, or you could
video yourself as you discuss and show your work.
Your presentation must include a brief introduction of yourself and a reflection of the
development of the project from beginning to end. The project presentation should also clearly
communicate to viewers how your project followed the instructional systems design process;
show highlights from the Design Document, Literature Review, and Multimedia Product
components; and offer recommendations and implications for the LDT field. You should also
acknowledge any copyrighted material you used (with permission from the copyright holder).
The Audio-Narrated Presentation should be 10-15 minutes in length.
RESOURCES AVAILABLE. There is a sound booth available for student use in the LDT LITE Lab suite
(FH 315). Microphones are also available for student check out from the CITE Lab. Visit the CITE
Lab website (https://www.coe.uh.edu/current-students/technology-services/students/lab-
location-hrs/index.php) for hours and location information.
ACADEMIC HONESTY
Please remember the academic honesty policy of the University of Houston
(http://catalog.uh.edu/content.php?catoid=6&navoid=1025). All of the work for your Capstone
Project should be original work that you completed, and you should acknowledge all of your
sources in your references section.
GRADING OF THE LDT CAPSTONE PROJECT
Though LDT Capstone Projects will be graded as Pass/Fail by LDT faculty, the following rubric
outlines the expectations for each component of the LDT Capstone Project and is intended to
guide you in creating a high-quality project that effectively highlights your knowledge and skills:
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LEARNING, DESIGN AND TECHNOLOGY
CAPSTONE PROJECT RUBRIC
Exceeds expectations
Meets expectations
Below expectations
1. DESIGN DOCUMENT
N
EED FOR THE
P
ROJECT
that includes:
a) statement of the
problem,
b) background of the
problem,
c) rationale for the need
for instruction, and
d) the instructional goal
The problem statement is well
written. Background information on
the problem includes narrative with
references of general professional or
research literature and/or
state/national reports that support
and justify the instructional goal. The
rationale for the need for instruction
is well stated and provides a strong
explanation and justification for why
instruction is the best solution to
this problem. An instructional goal is
provided that is consistent with the
stated need.
The problem statement is clearly
written. Background information on
the problem includes narrative with
some references of general
professional or research literature
and/or state/national reports that
support and justify the instructional
goal. The rationale for the need for
instruction is stated and offers
some explanation and justification
that points to instruction as a
possible means to meet the need.
An instructional goal is provided
that is consistent with the stated
need.
provided or if provided, it may be
unclear. Background information on
the problem is not provided,
incomplete, or vague. The rationale
for the need for instruction is not
stated or offers little explanation
and justification that points to
instruction as a possible means to
meet the need. An instructional goal
is not provided or is not entirely
consistent with the stated need.
A
NALYSIS OF
L
EARNING
CONTEXT
The Design Document contains a
clear and accurate context analysis
of the performance setting and the
learning environment.
The Design Document contains a
context analysis of the performance
setting and the learning
environment.
performance setting and the
learning environment is either not
conducted or reported, or it is
incomplete or vague.
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A
NALYSIS OF
L
EARNERS
The Design Document contains a
learner analysis with the following
clearly reported: entry behaviors;
prior knowledge of the topic area;
motivation, education and ability
levels; and general learning
preferences.
The Design Document contains a
learner analysis with most of the
following clearly reported: entry
behaviors; prior knowledge of the
topic area; motivation, education
and ability levels, and general
learning preferences.
contain a learner analysis is or it is
incomplete or vague.
A
NALYSIS OF
L
EARNING
TASK
The project appropriately addresses
the instructional goal resulting from
the needs assessment.
The project somewhat
appropriately addresses the
instructional goal resulting from the
needs assessment.
instructional goal resulting from the
needs assessment.
L
EARNING
O
BJECTIVES
The Design Document contains
project objectives that are written to
show what the learner will be able to
do after the instruction takes place.
The objectives are clearly written
and include clearly stated verbs that
describe how each learning
capability will lead to an observable
behavior. In addition, the objectives
are written at the appropriate level
and scope.
The Design Document contains
project objectives that are written
to show what the learner will be
able to do after the instruction
takes place.
project objectives that are poorly
written and do not reflect what the
learner will be able to do after the
instruction takes place.
S
TRATEGIES
U
SED
The project uses instructional
strategies appropriate for the
audience and all objectives.
The project uses instructional
strategies appropriate for the
audience and some objectives.
lesson do not address the lesson
objectives.
U
SE OF
A
PPROPRIATE
MEDIA
The project integrates instructional
media in appropriate and creative
ways.
The project integrates instructional
media in appropriate ways.
creative or appropriate ways.
F
ORMATIVE
E
VALUATION
PLAN
The Design Document contains a
formative evaluation plan that is
designed for each of the following
The Design Document contains a
formative evaluation plan that is
designed for each of the following
formative evaluation plan that is
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levels: expert review; one-to-one
evaluation; small-group evaluation;
and field trial. Each level describes
what the evaluation will include,
when it would be conducted, and
the respective procedures for each
(i.e. how). The plan should be
consistent with the instructional
objectives and should yield data
informing the designer of necessary
revisions.
levels: expert review; one-to-one
evaluation; small-group evaluation;
field trial. Each level describes what
the evaluation will include, when it
would be conducted, and the
respective procedures for each (i.e.
how).
describe what, when, or how the
evaluation will be conducted.
F
ORMATIVE
E
VALUATION
The Design Document provides:
1. Description of the small-group
field test with 3-5 participants
representative of the target
audience
2. Data directly related to student
learning;
3. A summary of the results of the
field test based on the data;
4. Insight into the effectiveness of
the instruction; and
5. Recommendations for revisions.
The Design Document provides a
description of the small group field
test but meets only some of the
criteria listed.
provide a description of the small
group field test, or if provided, it is
not adequate and fails to meet all of
the criteria listed.
S
TUDENT
’
S
S
TATEMENT
ABOUT
PERSONAL
LEARNING
The student’s statement shows
thoughtful reflection on personal
learning, sets goals for continued
learning, and details experiences
that will allow goals to be reached.
The student’s statement shows
reflection on personal learning and
sets goals for future learning.
some reflection on personal
learning, but other areas simply list
the assignments completed in each
C
LARITY AND MECHANICS
Written in an easy to read style that
is free of grammar, usage, and
spelling errors.
Writing is fair in quality and contains
some errors in clarity or mechanics.
Writing contains multiple errors and
is poorly written.
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2. LITERATURE REVIEW
C
URRENT LITERATURE
current literature relating to the LDT
Master’s Program. There is evidence
that at least ten academic sources
were incorporated into the literature
in current literature relating to the
LDT Master’s Program. There is
evidence that at least five academic
sources were incorporated into the
current literature relating to the LDT
Master’s Program. Fewer than five
academic sources are incorporated
into the literature review.
APA
FORMATTING
C
LARITY AND MECHANICS
is free of grammar, usage, and
some errors in clarity or mechanics.
is poorly written.
3. MULTIMEDIA PRODUCT
D
ESIGN
designed, following appropriate
design principles for the selected
effectively designed and follows
some design principles, though there
ineffective in presenting the ideas to
others.
C
HOICE OF
C
ONTENT
product demonstrates an excellent
connection to the topic (perhaps
symbolically related) and could
easily be used in an instructional
product demonstrates a fair
connection to the topic and could
probably be used in an instructional
setting.
product demonstrates a poor
connection to the topic and could
only be used in an instructional
setting with considerable
M
EDIA
(audio, images, video, etc.), is
appropriate to the topic, and is
either original or follows fair use
some room for improvement, is
somewhat appropriate to the topic,
and for the most part is original and
product is poor and/or does not
follow fair use guidelines.
O
RIGINALITY
The project developer made an
original contribution to the
application of the topic(s).
The project developer made a
somewhat original contribution to
the application of the topic(s).
The product makes little to no
original contribution to the
application of the topic.
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C
LARITY AND MECHANICS
Written in an easy to read style that
is free of grammar, usage, and
spelling errors.
Writing is fair in quality and contains
some errors in clarity or mechanics.
Writing contains multiple errors and
is poorly written.
4. AUDIO-NARRATED PRESENTATION
O
RGANIZATION
Presentation is organized/ designed
extremely well and is very engaging
for the audience.
Presentation is adequately
organized/ designed and somewhat
engages the audience.
Presentation is poorly organized/
designed and does not engage the
audience.
C
ONTENT
Presentation provides an adequate
summary of design document,
incorporates relevant literature
from review, presents excerpts from
multimedia product, and offers
recommendations/ implications for
the LDT field.
Presentation includes most, but not
all of the required elements.
Presentation does not include most
of the required elements.
N
ARRATION
The presentation contains excellent
high quality audio narration that can
be clearly heard and understood.
The project contains fair quality
audio narration that could be
improved with additional effort.
The project contains poor quality
audio narration that needs a
significant amount of additional
effort.
T
IMEFRAME
The presentation length is between
10-15 minutes.
The presentation length is longer or
shorter than 10-15 minutes.