INTERACTIVE Emodules

SOUTHERN CALIFORNIA HISTORY (1900-1999): INTERACTIVE eMODULES

A Project

Presented to the

Faculty of

California State Polytechnic University, Pomona

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts

Education

Walter Gary Shu

2018 SIGNATURE PAGE

PROJECT: SOUTHERN CALIFORNIA HISTORY 1900-1999: INTERACTIVE eMODULES

AUTHOR: Walter Gary Shu

DATE SUBMITTED: Fall 2018

Department of Education

Dr. Shahnaz Lotfipour Project Committee Chair ______Department of Education Cal Poly Pomona

Dr. Eileen V. Wallis ______Chair Department of History Cal Poly Pomona

ii ABSTRACT

History is an important subject that all students must take to meet graduation requirements, yet most college students take this subject for granted. Previous studies have proven that many could not remember a single major event in American history. For years, educators have been trying to find new ways to make students more interested in history, due to its irreplaceable value and that educators complain that students were often too passive in the learning process. There are various methods that educators can use to give students a more active role in learning history, including interactive modules, knowledge maps and graphic organizers, which have been proven to be very effective in past studies.

This project, which focused on the history and development of the Los Angeles region in the 20th century was an attempt to address the shortcomings of students not having an active role in the learning process by providing them with an immersive, hands-on experience that will encourage more involvement and interest in learning this topic. The goals of the project were: how the events of the past have shaped the region that Californians live in today, the importance of preserving the region’s past for future generations, and building connections between the past, present, and future.

This project consisted of two five-chapter eModules, that covered the development and evaluation of the Southern California region during the 20th century.

The eModules were created and produced with Adobe Flash CS6, while the video segments were compiled from various sources and edited with Adobe Premiere CS6 and the rest of the components were produced with Adobe Dreamweaver CS6. The student surveys about the project were posted on an external website, SurveyMonkey. The field

iii testing of this project was done at a four-year university in the greater Los Angeles area.

The designer invited students from all history classes at the university to field test this project. Ten students participated in this project by clicking the link to the modules. The students who accessed the modules had a positive reception to this project because they liked the many features that made the modules come to life and the information presented in this project were in-depth and well-organized.

iv TABLE OF CONTENTS

Signature Page ……………………………………………………………………………ii

Abstract …………………………………………………………………………………..iii

Chapter One: Introduction

Background of the Project …………………………………………….…...……..1

Statement of the Problem ………………………………………………...……....3

Purpose of the Project ………………………………………………….…..…….4

Assumptions ……………………………………………………….….…………5

Limitations ……………………………………………………………....………5

Definition of the Terms ………………………………………………….………6

Chapter Two: Literature Review

The Growth of Educational Technology and eLearning ……………….………..8

eLearning and Teaching Social Sciences ………………………………………12

Best Practices in Teaching College-Level Social Science ……………………..14

Summary ……………………………………………………………………….16

Chapter Three: Methodogy

Instructional Design …………………………………………………………….18

Content Development …………………………………………………………..20

v Program Development …………………………………………………………..24

Field Testing Procedure …………………………………………………………26

Chapter Four: Summary, Conclusions, and Recommendations

Summary ………………………………………………………………………. 30

Conclusions ……………………………………………………………………..33

Recommendations …………………………………………………………...... 41

References ………………………………………………………………………………45

Appendices

Appendix A - Screenshots

Title Page …………………………………………………...………….……….52

eModule - Part 1 …………………………………………………..……………54

eModule - Part 2 ……………………………………………………..………....64

Questionnaire ……………………….…………………………………………..77

Appendix B - Forms

Consent Form ………………………………….……….……………….…….…80

E-mail Flyer …………………………………….…………....…….…….…..….82

IRB Approval ……………………………….…………………………….…..…83

IRB Amendment …………………………………………………….…….….....85

vi E-Mails to the History Department ……………………………………….……..87

First Update …………………………………………………………….………..89

Second Update …………………………………………………………………..90

Last Update ……………………………………………………………………...91

vii LIST OF TABLES

Table 2.1: Different Types of Learning Environments ……………….…..….…13

Table 2.2: Types of eLearning Methods in College-level Social Science ....…...16

Table 3.1: Time Period and Chapter Assignments for the eModules ……….….22

Table 4.1: Student Experiences of the Project …………………………….……34

Table 4.2: The Parts of the eModule that Participants Like the Most ……….…35

Table 4.3: How do Participants Think of the Online Presentation? ………...….39

Table 4.4: What Parts of the eModule would you like to Change or Improve

in the future? ……………………….…………………………………………..40

Table 4.5: Has Student Perception of Southern California History Changed? ...41

Table 4.6: Average Participant Scores for Questions #3-5 ………….…...…….43

viii LIST OF FIGURES

Figure 3.1: How the ADDIE Model Works ………….…………………….……19

Figure 3.2: Adobe Flash Professional CS6 screenshot .…………………………24

Figure 3.3: Adobe Premire Pro CS6 screenshot .………………………..………25

Figure 3.4: Adobe Dreamweaver CS6 screenshot .…………...…………………26

Figure 4.1: Effectiveness of the Video Segements……….…………..…...……..36

Figure 4.2: Effectivness of the Music Segements …………….….……...... …….37

Figure 4.3: Effectivenss of the Sildeshows …………….………………...…..….38

CHAPTER ONE

INTRODUCTION

Before the advent of computer-based training (CBT) in the 1970’s and e(electronic)Learning in the 1990’s, the primary source of the content came from physical textbooks, though some (starting in the 1990’s) did come with a CD or DVD-

ROM disc of supplemental material. Huang (2005) mentions that traditional print textbooks have been the standard reference and learning tool for students for generations.

Textbooks are thorough and well-organized but cannot be customized to different students and classes and fail to adequately highlight the intersections between different disciplines (Huang, 2005). Additionally, the main activity in traditional learning environments are still lectures. According to Grasso, Smith and Grosso (2012), in classroom lectures, the students are in passive learning roles and then after a few minutes, they lose interest in the subject because of this (Grosso, Smith & Grosso, 2012).

Background of the Project

Since then, interactive educational technologies or eLearning has created new ways to make students more interested in core subjects, such as history. Interactive educational technologies engage students to learn in ways that are not possible with textbooks. One such example is Interactive Learning Modules (ILMs). According to Kim,

Williams and Dattilo (2002), ILMs are self-contained learning modules that offer experimental learning opportunities. The modules are characterized as being functional and meaningful and can include games, simulations and drills (Kim, Williams & Dattilo,

2002). According to Adcock, Duggan and Perry (2010), ILMs are designed by content

experts and instructional designers to act as supplemental, self-contained instructional modules that provide experimental learning opportunities. ILMs act as supplemental instruction presenting scenarios and demonstrating best practices response to client behaviors (Adcock, Duggan & Perry, 2010).

ILMs already have an impact in encouraging students to be engaged and connected to the subject that they intend to learn. Previous research about ILMs have proven its effectiveness, when it is well-designed and properly implemented. According to Kim, et al. (2002), well-designed, task-relevant and experimental learning environments have the potential to support learners in transferring their knowledge into real-world problem solving (Kim, et al., 2002). eLearning advocates often stress on engaging learners in meaningful and purposeful activities and relating what is learned in instructional settings with what is needed in real-world situations. Additionally, according to Arenas-Marquez, Machuca and Medina-Lopez (2012), the inclusion of students in the evaluation process is essential for the real success of the project to be measured (Arenas-Marquez, Machuca & Medina-Lopez, 2012). This suggests that students’ involvement and performance also played a major role in the quality of delivering meaningful learning.

Another popular example is knowledge maps, where the automatic linking and filtering of related concepts reduces the difficulty of translating textbook content to e- learning material. According to Lee and Segev (2012), on knowledge maps, key concepts and relationships can be recognized directly from the map, so learners can identify the terms with minimum effort. Time can also be saved when the amount of text is reduced

(Lee & Segev, 2012). Knowledge maps allow students to comprehend the material

without having to read text material repeatedly and/or looking at indexes at the back of the book, which can be time-consuming.

Statement of the Problem

History is an important subject that all students must take before they enter any college or university. Unfortunately, most students take this subject for granted because they are not aware that learning history in a proper context encourages more active engagement in the subject. According to Ciullo, Falcomata, Pfannenstiel, and Billingsley

(2014), most students lack content proficiency in social studies because they do not have the time or energy to comprehend complex, informational texts or content that are found in history textbooks (Ciullo, Falcomata, Pfannenstiel, & Billingsley, 2014). According to

Arenas-Marquez, et al. (2012), learning outcomes should be analyzed from a broad and general perspective. They must measure acquired skills and receive knowledge, but the subjective variables that measure the student perceptions of their learning process should be factored in as well (Arenas-Marquez, et al., 2012). Naseem (2015) mentioned that most studies have found that most Americans have a hard time recalling the most significant events in American history, such as the American Revolution, the California

Gold Rush, the Civil War, or the Great Depression (Naseem, 2015).

For years, educators have been trying new ways to encourage students to be more active and interested in history at all levels, due to its irreplaceable value. According to

Al-Qahtani and Higgins (2013) and Islam (2013), today, educators are embracing new technologies that allow students to learn history in new ways that were not possible in the past, such as using e-books and online interactive lessons that can be customized to fit the

needs of students, as well as a more active role in the learning process (Al-Qahtani &

Higgins, 2013; Islam, 2013).

In recent years, many universities have invested a great amount of resources in eLearning platforms alone, because of their major strengths. However, according to Kuk,

Milentijevic, Rancic, and Spalevic (2012), deploying such advanced forms of educational technology is not an easy task (Kuk, Milentijevic, Rancic, & Spalevic, 2012). According to Sanders, Faesi and Goodman (2014), it takes significant time and expertise needed to develop such systems, particularly in social science (Sanders, Faesi & Goodman, 2014).

According to Lin (2011), due to significant differences between eLearning and traditional learning, students and educators will need some time to adjust to the different approaches that are needed to achieve success (Lin, 2011). To achieve the intended benefits, advanced educational technologies needs to have a stable instructional design, well- designed structure, maximum efficiency, and the promotion of an active learning environment.

Purpose of the Project

The purpose of this project was to create an interactive project about the history of

Southern California for college students in a history course. It utilized a set of Interactive

Learning Modules (ILMs) to re-create how the region looked like decades ago, when Los

Angeles was a sparsely populated town in 1900, when the first freeways in the area were built in the 1940’s, or in 1992, in the aftermath of the Los Angeles Riots, which led to significant changes throughout the region. The ILMs enabled students to experience

Southern California of the past, by using animations, video and audio clips, and quizzes on historical events and landmarks that have shaped the history of the region. The

students could interact with the material by using the buttons and pictures to play slideshows, sound clips and short videos, and to open web links to topics related to this project. The students could get immediate feedback on their responses. The main function of this project was to give participants the feeling of traveling back in time when

Southern California was a very different place, as well as promoting an active interest in studying the history of Southern California.

Assumptions

There were several assumptions while creating this project. First, all participants had internet access at home or on-campus. Second, some participants would be more interested in technology and pop culture-related topics than history and therefore they often take history for granted. Third, this project was made for users that use desktop and laptop computers, because the project would operate best in those environments and that most participants would access the project from those devices. However, some participants could access the project from their tablets and smartphones, which could led to compatibility issues for students using these devices, as the modules required Adobe

Flash to function.

Limitations

The sample size depended on how many students would accept to participate in this project. The most significant limitation of this project was the amount of interest in the project from the participants. While most participants were very proficient in using technology, their interest in historical subjects usually tends to be lower, compared to

their interest in technology, even though most students take history courses in high school and/or community college.

Definition of Terms

Adobe Animate (formerly Adobe Flash)

A computer program that manipulates animations, videos, and sounds and is used

by professionals (see figure 3.2). It requires users to have at least some

programming experience to use the program (Green & Labrecque, 2017).

Adobe Dreamweaver

A full-featured web design and editing program for advanced web developers and

professionals (see figure 3.4). It can be used to make many kinds of webpages for

various devices (Warner, 2013; Karlins & Muhr, 2014).

Adobe Premiere Pro

An advanced video editing program used by educational and entertainment

professionals (see figure 3.3). It is used to edit short clips, as well as adding

effects to feature-length movies (Ekert, 2013).

Educational Media

A form of electronic media that is designed to complement traditional educational

methods and information datasets; educational media can supplement core

materials with aminations, interactivity and visual design, and unlike traditional

textbooks, educational media is dynamic and easily customizable (Huang, 2005).

Electronic Learning (eLearning)

A type of learning environment where electronic instruments, such as computers

and internet are used, in addition to or in place of traditional methods, such as

printed textbooks and lectures as the preferred method of learning (Al-Qahtani &

Higgins, 2013; Islam, 2013).

Interactive Learning Modules (ILM)

Supplemental, self-contained instructional modules providing additional learning

opportunities outside of the interview simulation activity and can include text,

video, and audio (Adcock, et al., 2010).

Knowledge Maps

A type of instructional modules that is used build important instructional concepts

and creates relationships between the different concepts (Lee & Segev, 2012).

Learning Management System (LMS)

Application software that enables instructors to create and organize courses, setup

online discussions and create online tests. Blackboard and Moodle are examples

of LMS (Waterhouse, 2005).

Web Browser

An application that downloads and displays HTML pages from the internet. Every

desktop and mobile device have this type of application installed. Popular web

browsers include Internet Explorer, Chrome, Firefox, Opera, and Safari (Smith, et

al., 2012).

CHAPTER TWO

LITERATURE REVIEW

The growth of e(electronic)Learning in college education had profoundly changed the way colleges approach and implement curriculum in all subject areas and levels of education. In the last forty years, computer technology had gone a long way from its primitive roots and gradually played an increased role in college education. Today, eLearning is an essential tool for college students to access curriculum for their classes.

According to Sumak, Hericko, and Pusnik (2011), eLearning is a way of learning that can provide technology-based education and training to anyone, anytime and anywhere

(Sumak, Hericko, & Pusnik, 2011). College social science courses are no exception to the gradual growth of eLearning and this literature review explores how educational technologies evolved from experimental to an essential part of the learning process and how social science instructors use various forms of educational technology to make students become more active learners.

The Growth of Educational Technology and eLearning

According to Huang (2005), in the late 20th Century, technology had become a staple in our everyday lives and catalyzed innovation in college education (Huang, 2005).

Every advancement had led to new breakthroughs in educational technology, including

CD-ROMs, animations, videos, and full-featured multimedia lessons. The most significant advancement in educational technology was the internet in the early 1990’s, which finally made message boards, chat rooms, online classes, and wikis possible. These advancements ultimately led to the creation of a new learning environment, known as

eLearning. According to Clark and Mayer (2011), much of what we are seeing today under the eLearning label was not new. Computer-based training or CBT, in various forms, had been around for more than forty years (Clark & Mayer, 2011).

According to Kim, et al. (2002), it is now possible to provide students with experimental activities (e.g., active learner roles, problem-based units of learning, virtual reality, etc.) through various types of computer-based implementations (Kim, et al.,

2002). Educational technologies provide students the chance to become more active learners in any subject, including social science because it is more centered on the needs of learners. According to Grosso, et al. (2012), when students are active learners in the learning process, they will be more motivated and involved in the subject that they are learning (Grosso, et al., 2012). The main components of eLearning technologies include: moving pictures, animations, interactive quizzes, and customization tools to fit the needs of different students. In addition, the electronic lessons can be taken anywhere and anyplace, at the student’s convenience, since the lessons are online-based. According to

Wang, Vogel and Ran (2011), the primary benefits of eLearning include: removing barriers of time and space in the knowledge of development and skill; providing just-in- time learning, convenient access, and flexible learning processes; enabling real-time content updating while avoiding information overload; reducing travel and training costs and facilitating the interconnectivity of students for knowledge transfer (Wang, Vogel &

Ran, 2011).

According to Al-Qahtani and Higgins (2013), eLearning has been defined in a range of different ways and definitions of eLearning, online learning, technology enhanced learning and distance learning often overlap (Al-Qahtani & Higgins, 2013).

Many educators agree that eLearning is an innovative approach for delivering well- designed, interactive and facilitated learning environment to anyone, anyplace, anytime by utilizing the attributes and resources of various digital technologies. eLearning is where the use of electronic technology, including computers and the internet is an active part of the learning process and has the potential to do what traditional learning environments could not offer, which is pushing the boundaries of learning beyond textbooks. According to Huang (2005), e-learning is a way of harnessing technology and building the future of learning. Unlike traditional methods, eLearning incorporates various electronic functions, like animations that bring dynamic processes to life and can incorporate interactivity that simulates and challenges the learner (Huang, 2005).

In recent years, many colleges and universities have invested many millions of dollars on eLearning technologies in many fields of learning, including social science.

According to Islam (2013), eLearning has become an almost indispensable tool in education. Regardless of whether the class is physical or online, most universities now use eLearning systems to support and improve learning and teaching processes (Islam,

2013). Lastly, according to Biasutti (2011), eLearning can cut down the costs and improve the cost-effectiveness of education (Biasutti, 2011). As a result, according to

Wang, et al. (2011) and Islam (2013), eLearning is playing a larger role in college and university learning environments, regardless of whether the class is distance-based or classroom-based. One example of this trend is that almost all assignments are now submitted online, through some form of learning management system (LMS), instead of submitting printed copies to the instructor (Wang, et al., 2011; Islam, 2013).

However, there are still many challenges when it comes to the increased use of technology in education, especially in teaching social science. According to Arif and

Hussain (2015), in e-learning, there is a need to implement entirely new technologies and approaches to meet the requirement, which means that the learning structures and how the subject is organized must be changed to accommodate it (Arif & Hussain, 2015).

Unlike traditional learning where there are face-to-face interactions in class and the content covered in class is focused on printed textbooks, in eLearning environments, there may be no face-to face interaction between teacher and students which, according to

Al-Qahtani and Higgins (2013), could lead to negative impacts on communication skills and learning effectiveness (Al-Qahtani & Higgins, 2013). The most significant concern of eLearning is that online lessons generally require internet access, meaning that the students would need to have access to the internet, putting students without internet access at home at a disadvantage (see table 2.1).

According to Wang, et al. (2011), educators must provide personal services to help learners use, manage, and interact with any form of eLearning system (Wang, et al.

2011). These are crucial services in attempt to maximize the effectiveness of e-learning systems because creating an effective system can be time-consuming and complex.

According to Lin (2011), the transition from traditional classroom learning to eLearning cannot occur right away because the users need some time to adjust (Lin, 2011). This is because there is a learning curve between traditional learning and eLearning, due to the fundamental differences between the two systems. However, there are hybrid or blended classes that bridge the differences by utilizing elements from both systems. According to

Arenas-Marquez, et al. (2012), in hybrid or blended learning environments, eLearning

technologies are used to complement, not replace traditional learning (Arenas-Marquez, et al., 2012).

eLearning and Teaching Social Sciences

Like many other subjects, the advent of eLearning has had a profound effect in the field of social science. eLearning in social science allows electronic enhancements to the learning experience for students, such as interactive lessons, electronic study guides and online lectures and meetings and has been deployed in both traditional on-campus and online virtual environments. For years, social science instructors have used eLearning to help with the difficulties that students have in learning in traditional environments. According to Ciullo, et al. (2015), Many students lack content proficiency in social studies, including history, due to serious flaws in the way the content is taught and absorbed (Ciullo, et al., 2015). The main reasons can include: incoherent subject matter where, according to Callahan, Saye and Brush (2016), the content seems to be incoherent or disconnected from the participants knowledge and beliefs (Callahan, Saye

& Brush, 2016), inactive learning roles, where the participants lose interest in the subject after a certain period and the lack of efficiency and flexibility.

The benefits of eLearning in the social sciences include: first, allowing students a more active role in the learning process, compared to traditional environments.

According to Grosso, et al. (2012), in a traditional lecture, the student assumes a purely passive role. Most listeners typically can only remember three facts from an hour-long lecture. In a regular classroom lecture, students are generally attentive for the first few minutes, but they become increasingly restless, bored and confused after that (Grosso, et al., 2012). According to Saadé, Morin and Thomas (2012), To learn in the academic

environment as well as to perform well later in the workplace, students need essential skills to acquire and absorb knowledge efficiently and effectively (Saadé, Morin &

Thomas, 2012). This reinforces prior studies about the limitations of traditional lectures on student learning (see table 2.1).

Table 2.1

The Different Types of Learning Environments

Learning Traditional eLearning Hybrid Environment Primary Activity Lectures Interactive lessons Lectures and interactive lessons Location On campus Online On campus and online (both) Face-to-face Yes No Yes Interactions Type of Content Static Dynamic Dynamic Presentation Customizable No Yes Yes Lessons The Role of the Passive Active Active Learner Requires Printed Yes No Yes (usually) Textbooks Requires Internet No Yes Yes Access to the material

Note: Data based on prior research by Al-Qahtani & Higgins (2013, pp. 220-223),

Arenas-Marquez, et al. (2012, pp. 1396-1400), Grosso, et al. (2012, pp. 50-51), and

Novo-Corti, Varela-Candamio, & Ramil-Diaz (2013, p. 410).

According to Huang (2005), a well-designed, high quality interactive module or lesson plan can visually simulate a student and transform learning into an active,

engaging process (Huang, 2005). Islam (2013) mentions that the three ways that a well- designed e-learning system can benefit students are: improved engagement, self-directed learning opportunities, and faster information dissemination (Islam, 2013). e-learning in social science allows students to learn more effectively when the learning environment is more relevant to the needs of the real world. According to Kim et al. (2002), contemporary learning theorists, stipulate that the ability to apply knowledge is largely determined by how knowledge is learned and used in the learning environment and emphasize that learning should be specific to the context in which it is to be applied

(Kim, et al., 2012). These are the main reasons why more social science instructors at all levels want to invest more time and resources in eLearning technologies.

Best Practices in Teaching College-Level Social Science

Interactive learning modules (ILMs), according to Kim, et al. (2002), allow students to participate in hands-on interactive activities, including Interactive games, simulations, drills, etc. (Kim, et al., 2002). According to Adcock et al. (2010), the information and content presented in the modules are presented in multiple modalities

(text, video, audio) and embedded assignments to provide knowledge checks for the users

(Adcock et al., 2010). One or more of these elements must be incorporated in every ILM.

Based on prior studies over the past two decades, it has been proven that ILMs are effective tools in the social science curricula (see table 2.2).

Another commonly used form of eLearning in the social sciences are concept and knowledge maps, where the computer technology links all the concepts into a main idea and forms direct relationships between the concepts and according to Ciullo, et al. (2015), is commonly used for presenting social science concepts, including history (Ciullo, et al.,

2015). According to Lee and Segev (2012), there are three types of knowledge maps: (1) concept maps, where it consists of nodes containing concepts or items, and links the two nodes to each other and describing their relationship, (2) knowledge maps have more specific types of links than concept maps, but otherwise function like concept maps and

(3) topic maps for describing knowledge structures and associating them with the resource, containing basic concepts, such as topics, associations, and occurrences and it focuses more on standards than other types (Lee & Segev, 2012). Various computer programs use concept and knowledge maps to automatically organize the terms (see table

2.2). According to Ciullo, et al. (2015) in their study of students with learning disabilities

(LD), concept maps have been used to help students improve literacy skills, content learning and overall knowledge (Ciullo, et al., 2015).

Graphic organizers, according to Ciullo, et al. (2015), are antecedent-based interventions that involve visual or spatial displays of concepts or definitions, translated from text. It can generate visual relationships between multiple concepts (Ciullo, et al.,

2015). Graphic organizers are commonly used by students with special needs because it is considered an essential tool to aid their learning and is typically computer-based, usually from laptops (see table 2.2).

Table 2.2

Types of eLearning Methods in College-level Social Science

Type of method Interactive Concept/Knowledge Graphic Learning Modules Maps Organizers (ILMs) Primary Purpose Provide students Links several Visual relationships with hands-on concepts into a main between multiple interactive idea. concepts. activities. Modalities Used Games, Various computer Specialized simulations, drills, mapping programs. software that videos, pictures, converts texts into sounds, etc. visual objects. End result for Encourages more Enhance literacy, Assist students with students activity in the content learning, and special needs with learning process. knowledge of the the comprehension subject. of the material.

Note: Data based on prior research from Adcock, et al. (2010, pp. 293-294), Ciullo, et al.

(2015, pp. 119-120), Kim, et al. (2002, pp. 453-455), and Lee & Segev (2012, pp 353-

355).

Summary

As eLearning technologies continue to evolve, there is a great need to incorporate more technology into the college social science curricula, including history, to help students, become more actively involved in their learning process. According to Nadiyah and Faaizah (2015), most educational institutions have already adopted various forms of eLearning systems to centralize content, learning and assessment activities (Nadiyah &

Fazzizah, 2015) and the trend is expected to continue in the foreseeable future. According to Waterhouse (2005) and Al-Qahtani and Higgins (2013), some of the major benefits

that eLearning bring to history courses, as mentioned in this section are: dynamic content, electronic activities, the ability of learn the subject from anywhere, anytime, a learner- centered environment, and more efficient use of resources (Waterhouse, 2005; Al-

Qahtani & Higgins, 2013). A well-designed, high quality eLearning structure can also improve the effectiveness and success of such programs. Based on previous research, eLearning has the potential to push the boundaries of presenting history at the college level, as well as the ability to quickly adapt to the changing world and technology.

CHAPTER THREE

METHODOLOGY

Instructional Design

The purpose of this project was to create an interactive project about 20th century

Southern California history to foster interest in learning the topic, among college students, by utilizing eLearning techniques and state-of-the-art technologies to create an interactive history lesson that is relevant to the needs of students in the current learning environment. There were several important goals for the project, which included: how the events of the past has shaped the Los Angeles region that Californians live in today, the importance of preserving the region’s past for future generations, building connections between the past, present, and future in order to improve student understanding of events and enhance the connection between the real world and the learning process.

This project utilized the ADDIE model. According to Reiser and Dempsey

(2012) and Molenda (2015), ADDIE is an acronym for Analyze, Design, Develop,

Implement, and Evaluate (see figure 3.1). ADDIE is not a fully elaborated model, but rather a paradigm that refers to a family of models that share the same structure (Reiser &

Dempsey, 2012; Molenda, 2015). The ADDIE model has five core components that are part of the instructional design process: analyze, design, development, implementation and evaluation. Molenda (2015) mentions that the ADDIE model is a colloquial term used to describe the structures of instructional design (Molenda, 2015).

MODEL ANALYSIS Needs, requirements, tasks, participants' current capabilities.

EVALUATE ~ DESIGN Awareness, knowledge, Learning objectives, behavior, results delivery format, activities & exercises.

IMPLEMENT DEVELOP Training implementation, Create a prototype, develop tools in place, observation course materials, review, pilot session.

Figure 3.1: How the ADDIE Model Works. Adapted from: ADDIE Model by Liakh, T.

Adapted with Permission.

The design of this study was to create an eModule that would generate more interest in learning a subject, in this case Southern California history by using hands-on interactive methods and experiences. In this eModule, multimedia features, such as images, videos and sounds were empathized to give students the experience of a significant historical event had happened in the past. In addition to multimedia, quizzes

and exit surveys were used to prove whether viewing the eModule had changed their views of the subject and made them more interested in learning the subject.

Content Development

Content development covers the first two phases of ADDIE: analysis phase and the design phase. According to Nadiyah and Faaizah (2015), the analysis phase defines the learning theory of the project (Nadiyah & Faaizah, 2015). According to Reiser and

Dempsey (2012), the analysis phase often includes conducting a needs assessment, defining the target audience, identifying a performance problem and stating a goal

(Reiser & Dempsey, 2012).

Most college students take the subject of history for granted, because they do not pay much attention to the importance of history on real world knowledge and/or do not think that history has much usefulness in the future, compared to other subjects. The main goal of this interactive project was to help raising more interest in studying history, especially the history of Southern California, because of its precious value that enriches the lives of many people. According to Muslim and Hassan (2014), history is one of many general education subjects that can contribute to the intellectual development of students (Muslim & Hassan, 2014).

The target audience for this project was undergraduate students between 18 and

24 who were taking California History and/or Southern California History classes. Both of those classes can be taken to meet a college students’ general education requirements.

The analysis phase showed that the participants came from diverse backgrounds. Most were familiar with using technology but they were not familiar with the content of this

interactive lesson, because they were too young to recall the events back then, though the parents and grandparents of some of the participants may have memories of those times.

The reasons for choosing this type of audience was the fact that younger people, including college students were more likely to take the subject of history for granted and less likely to recall what they have learned from history classes. One study that confirms the problem was conducted by Naseem (2015). In 2014, a group of students at Texas

Tech University conducted a study by asking three questions from their colleagues: ‘Who won the Civil War?’, ’Who is our vice president?’ and ‘Whom did we gain our independence from?’ Students’ answers ranged from the ‘South?’ for the first question to

‘I have no idea’ in response to all three questions (Naseem, 2015).

In the design phase, the educators set the main objectives of the project.

According to Reiser and Dempsey (2012), the design phase includes writing the objectives of the lesson in measurable terms (Reiser & Dempsey, 2012). Over the course of the past year, the designer of this project had gathered information and content materials from various sources. Additionally, he studied past research literature to make sure the project could achieve its goals effectively.

The objectives of this module were to encourage college students to become more interested in studying the history of Southern California by using this electronic module, to encourage more active involvement of the students in the learning process, to help students learn the subject from many different viewpoints and methods, and to better understand the importance of learning history in all its forms. In addition, according to

Grosso et al. (2012), unlike typical history lessons, where students often learn only a few things at a time, due to their passive roles (Grosso et al., 2012), this project was intended

to give the students a hands-on, interactive and immersive approach to learning how the

Southern California region grew and evolved into a major hub for America and the world during the 20th century.

The content would be divided into two modules, with five chapters per module.

Each chapter explained three to four significant events by incorporating text, sound, video clips, historical photos, and interactive links to websites where the participants could get more information about the events. The first module would cover the period between 1900 and the end of World War II in 1945, while the second module would cover the post-World War II-era up to 1999 (see table 3.1).

Table 3.1

Time Period and Chapter Assignments for the eModules

Time Period eModule Number Chapter Number 1900-09 1 1 1910-19 1 2 1920-29 1 3 1930-39 1 4 1940-45 1 5 1946-50 2 6 1951-59 2 6 1960-69 2 7 1970-79 2 8 1980-89 2 9 1990-99 2 10

Note: Based on the data that were contained in the modules.

The first module would cover the history of Southern California from 1900 to the end of World War II in 1945. There would be five chapters in this module, each covering a 9-year period, except chapter 5, which would cover a 5-year period when the United 22

States was involved in World War II (1940-45). Chapter 1 would cover 1900 to 1909, when Los Angeles was a much smaller city than it is today, chapter 2 would cover 1910 to 1919, when the region was starting to grow, chapter 3 would cover 1920 to 1929, when many famous landmarks were built and the start of the Golden Age of Hollywood, chapter 4 would cover 1930 to 1939, when the region hosted the first of two Olympic games, and chapter 5 would cover 1940 to 1945, the period of the zoot suit riots and the earliest freeways.

The second module would cover the history of Southern California from 1946 to

1999. Like the first module, the five chapters would cover a 9-year period, except chapter

6, which that would cover a 13-year period (1946-1959). Chapter 6, would cover the region’s post-war boom from 1946 to 1959, chapter 7 (1960-1969) would cover a turbulent period when unrest was widespread, such as the Watts Riots, chapters 8 (1970-

1979) and 9 (1980-1989) covers the periods of rapid demographic change, modernization, and becoming a world-class city, after hosting the second Olympic games, and the final chapter (chapter 10, 1990-99) would cover the period of the Los

Angeles riots of 1992 and the Northridge earthquake of 1994.

The two modules would have unique theme designs and there would be relevant to the period under consideration in the lessons, such as the use of early-1900’s themes in the first module and more modern-looking themes for the second module. To give participants unique experiences and to prevent the design model from being too linear, the participants would be able to take the lessons in any order they choose (see Appendix

A). The two portions would also have interactive quizzes to test the knowledge that they acquire from these lessons.

lmellne Properties Library Tools

Figure 3.2: Adobe Flash Professional CS6 Screenshot. Adapted from: Creating your first

Adobe Systems, Inc. Adapted with Permission.

Program Development

According to Nadiyah and Faaizah (2015), once the design phase is completed, the project enters the development phase (Nadiyah & Faaizah, 2015), which is one of the most important parts of the ADDIE model. In this phase, the designer of this project decided on the specifications, design, content, and activities that would be used for the final version. In this project, the designer chose to create interactive learning modules

(ILMs) with unique designs, a focus on the most important and well-known events and places that shaped history, and various types of electronic activities, including using different types of multimedia and quizzes.

Figure 3.3: Adobe Premiere Pro CS6 Screenshot. Adapted from: Adobe Premiere Pro

Limited UK. Adapted with Permission.

The interactive lessons were presented in two parts (before 1945 and 1945-1999) and were produced with Adobe Flash (now Adobe Animate) CS6, a professional animation program (see figure 3.2) and Adobe Premiere Pro CS6 (see figure 3.3) for editing the video portions of the lessons. Flash CS6 was used to create the two ILM’s that formed the foundation of this project and was used to create slideshows, animations, interactive menus, and sound and video clips. Premiere Pro CS6 was used to edit 25

segments from DVD recordings and converted those into video clips. In addition, some video clips in the project were sourced from YouTube. The project’s webpage and interactive quizzes were created with Adobe Dreamweaver CS6, a web-editing program

(see figure 3.4). Cascade-Style Sheets (CSS) was used in the design of website, while

JavaScript was used for the quiz portions.

_.,.,._...

·.,, -·,

---~ ..... bdlNf,t. -~------1

Figure 3.4: Adobe Dreamweaver CS6 Screenshot. Adapted from: Dreamweaver CS6

17 Digital Related. Adapted with Permission.

Field Testing Procedure

According to Nadiyah and Faaizah (2015), in the implementation phase, the prototype which had been designed and developed in the past phases is implemented

(Nadiyah & Faaizah, 2015). Before the target audience could access the materials, the

modules had to be tested for compatibility and technical issues, irregularities in the program code, error messages and broken links. The modules needed to be tested on many different types of platforms, including Windows and MacOS computers, smartphones, such as Android and iPhone, and mobile tablets, like iPad and Surface. All technical issues had to be resolved before field testing could commence.

During troubleshooting, the designer found a few problems with the modules that were resolved in the final version. First, all modules needed to be sized automatically at

100% rather than specific resolutions, such as 1280 by 720 pixels, to make sure the modules would display correctly on larger monitors, laptops and iMacs with very high- resolution screens. Second, one of the event buttons in chapter 7, the 1965 Watts riots had an incorrect code. When pressing event 3 on that lesson, the lesson that was supposed to load, the history of LAX would abruptly stall and the content was barely visible, though the buttons and weblinks would still function. The program code for that button was set to stop the animation at frame 400, instead of starting the animation at that very frame. It was corrected by changing the command for that button from stop to play. The last issue was the play and stop buttons remaining visible after playing an audio clip, before moving to the next lesson. This would cause some content to be covered up by the buttons. This issue was resolved by merging the play and stop functions into a single button, instead of two separate buttons.

The last phase of the ADDIE model, evaluation, according to Reiser and

Dempsey (2012), includes a general summary of the results and making revisions, based on the data from the results gathered (Reiser & Dempsey, 2012). The success of this project would be determined by its effectiveness, user acceptance of the project and

whether this project attained its intended goals or not. According to Nadiyah and Faaizah

(2015), feedback was greatly important to ensure that the project is ready for real-world deployment (Nadiyah & Faaizah, 2015). According to Clark and Meyer (2011), there were three questions that can evaluate the instructional effectiveness of this project: (1)

What works? (2) When does it work? and (3) How does it work? (Clark & Meyer, 2011).

For the field-testing of this project, Kirkpatrick’s training evaluation model was used. According to Reiser and Dempsey (2012), there were four levels or steps of evaluation in Kirkpatrick’s model: reaction (level 1), where the percipients express their attitudes, opinions and reactions to the lesson, learning (level 2), where participants try to recall what they have learned from the lesson, transfer of training (level 3), to measure whether the lesson affects their real world habits, and results (level 4), to measure whether the lesson improves performance at work or not (cited in Reiser & Dempsey,

2012). The last level can be difficult to validate because many factors would have to be considered and evaluated before leading to any conclusions.

This project was field tested based on the level 1 of the Kirkpatrick scale, since the main emphasis of the project was to find out about the attitudes, opinions, and first reactions of the students who participated in the field testing of the project. The main emphasis was whether the students’ attitudes about learning history would change or not after taking this project. Their attitudes could include: increased involvement in the subject, more awareness about the importance of history, and eventually increased motivation in succeeding in history classes.

The following steps were taken to field test the project:

• Receiving approval from Instructional Review Board (IRB) committee of

California State Polytechnic University (see Appendix B).

• Making sure the modules were free of technical issues before field testing.

• Contacting faculty members who were teaching history classes in a 4-year

university in California to ask for their cooperation by allowing their

students to participate in the study.

• Making a pitch for this project in history classes.

• Giving clear directions to students on how to conduct the field testing.

• Plan a timeframe (one to two weeks) for field testing to take place.

• Sending the consent form to faculty for submitting to their students.

• Receiving feedback from participants through an online survey.

CHAPTER FOUR

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

History is an essential and important subject that all students need to take to meet graduation requirements. However, most college students take this subject for granted because they are not aware of the importance of history and due to lack of time and energy to digest all the historical material in a short amount of time. As a result, according to Naseem (2015), most college students in America are not able to remember many important historical events in American or world history (Naseem, 2015).

For decades, social science educators have tried to find ways to work around the limitations of traditional classroom-based lectures and printed textbooks to help students become more interested and engaged in learning history. By the 1990’s, the advent of the internet has led to a large-scale expansion of eLearning in all fields of higher education.

Today, eLearning has already supplanted traditional print textbooks and classroom lectures as the primary source of learning historical material for many students because of its dynamic content and the ability to customize the content to fit the needs of students.

According to Islam (2013), the three main benefits of eLearning systems that educators tout include: improved engagement, self-directed learning opportunities, and faster information dissemination (Islam, 2013). eLearning allows students to learn any subject in ways that would not be possible with textbooks and lectures, such as through interactive games, videos, multimedia galleries, and sound, as well as the ability to access the materials from anywhere with an internet connection.

eLearning have gone a long way since the advent of CBTs (Computer-Based

Teaching) in the 1970s. According to Al-Qahtani and Higgins (2013), the information technology revolution has led to the rapid expansion of eLearning worldwide and made it a valuable tool for both educators and students alike (Al-Oahtani & Higgins, 2013).

Today, most universities spend a great deal of resources on improving and maintaining eLearning systems because of its effectiveness, efficiency and wide availability.

According to Biasutti (2011) and Islam (2013), previous studies have already proven that the use of eLearning enhances the overall quality of learning because of its emphasis on student-centered learning and can reduce overall costs for educators (Biasutti, 2011,

Islam, 2013). Additionally, eLearning allows to students to access course content from just about anywhere and at any time. Most college subjects, including history, utilizes various forms of eLearning techniques to get students more actively engaged and interested in the subject and to bypass the limitations of traditional learning environments.

In the social sciences, eLearning technologies, such as interactive lessons were used has a way to address the difficulties that many students face when learning the material in social science subjects, including history. Some of the difficulties include: incoherent subject matter, lack of connection between the content and how students approach the material and according to Grosso, et al. (2012), the fact students often take inactive learning roles because of lack of interest and/or boredom with the subject presented in the classroom (Grosso, et al., 2012).

The most common methods of eLearning in college-level social science were

Interactive Learning Modules (ILMs), knowledge maps and graphic organizers.

According to Adcock, et al. (2003), ILMs provide students the chance to engage in various forms of interactive lessons that reinforces their understanding of the subject presented (Adcock, et al., 2003). Huang (2005) mentioned that a well-designed ILM can be an effective learning tool for students (Huang, 2005). Knowledge maps was used to build interactive relationships between at least two concepts in a lesson. According to

Ciullo, et al. (2015), knowledge maps were often utilized in the social sciences because it not only builds relationships with concepts, it can also improve a students’ comprehension skills (Ciullo, et al., 2015). Lastly, Graphic Organizers were designed to aid students with disabilities with comprehension of the material presented by showing visual concepts that are translated from texts.

In this project, the primary goal was to use interactive elements in the eModules to get students more actively involved in learning subjects that were important for lifelong learning. In this case, the designer of the project wanted to foster interest in the topic that is overlooked by many students, such as Southern California history. This project gave the students a hands-on and immersive experience of how Southern

California was like decades ago and compares the experience of life back then with the experience of life in the region today. Various modalities, such as videos, sounds and pictures were used to make these eModules come to life and to help getting students more interested and engaged in the history of Southern California, a subject that most students overlook, but has a great amount of importance and value if students absorb the subject matter. The designer hoped that students would become more interested in learning the history of Southern California after viewing this project.

The designer had spent a great amount of time and resources to put this interactive project together. The information came from various sources, including historical records, old recordings, newspaper articles, online materials, and firsthand accounts of what had happened back then. In addition, the modules had uniquely different appearances to match the time period that modules covered and were tested on many different types of flash-enabled devices, including computers, tablets and mobile phones before field testing.

Conclusions

In the field-testing stage of the project, the links, flyers, and consent forms were forwarded by faculty who teach California history classes at a 4-year university in

Southern California. The 373 students who were enrolled in all sections, including online sections of California history were invited to participate in this project. At the end of the first week of field testing, only three students participated in this project. As a result of the lack of feedback and participants, the designer requested changes to the Institutional

Review Board (IRB) by offering incentives to students who would participate in this project. The incentive for those participated in this project was a $5 Starbucks gift card by having the participant enter their email address at the end of the questionnaire. After viewing the modules, they took a questionnaire on SurveyMonkey on how they felt about the subject and entered their email address to receive the Starbucks gift card. In addition, the project was expanded to include all history classes at the university to attract more participants (see Appendix B). By the end of field testing, ten students participated in the project.

Here was an overview of how the participants answered the questions about the modules on SurveyMonkey:

Question #1: Explain your experience after viewing these eModules.

Five (50%) out of ten participants found that the eModules were easy to navigate. Four

(40%) out of ten participants said that the eModules were interesting and informative.

However, two participants (20%) said that the eModules were confusing to navigate and one participant (10%) said it was boring. Participant #4 said: “This eModule was fun and interesting. It had all the facts that I was curious about and I was engaged when learning about each topic.” Participant #10 said: “My experience with this eModule was confusing at first. I was confused with finding certain events” (see table 4.1).

Table 4.1

Student Experiences of the Project

Reception to this Project Number of Students Percentage

Easy 5 50%

Informative 4 40%

Confusing 2 20%

Boring 1 10%

Note: More than one answer was allowed for this question. Adapted from SurveyMonkey.

Question #2: What parts of the eModule did you like the most? Explain why.

There were several different responses on the parts that the participants liked the most.

Out of the ten responses, three (30%) participants said it was the videos, two (20%) said it was the slideshows, another three (30%) said it was the organization of the project, and

another two (20%) said the interactive features of the eModules were their favorite parts.

Participant #4 said: “I liked how each module is organized so it's easy to know what you are reading about. I liked all the different facts, probably the sports and about

Hollywood”. Participant #8 said: “The interactivity of the module made it easy to review and find information for the quiz” (see table 4.2).

Table 4.2

The Parts of the eModule that Participants Like the Most

Component Number of Students Percentage

Interactivity 2 20%

Organization 3 30%

Slideshows 2 20%

Videos 3 30%

Note: Only one answer was allowed for this question. Adapted from SurveyMonkey.

Question #3: On a scale of 1 to 5, out of 5, how would you rate the effectiveness of the videos presented in this module? One participant (10%) gave it 3 out of 5

(average), seven (70%) participants gave it a 4 out of 5 (good), and two (20%) participants gave it a 5 out of 5 (excellent). Most rated this question as good or excellent

(see Figure 4.1).

How would you rate the effectiveness of the videos presented in this module?

2 Score (out 5) of

0 Participants

Figure 4.1: Effectiveness of the Video Segments. Adapted from SurveyMonkey.

Question #4: On a scale of 1 to 5, out of 5, how would you rate the effectiveness of the music presented in this module?

One participant (10%) gave this a 2 out of 5 (poor), three participants (30%) gave it a 3 out of 5 (average), five participants (50%) gave it a 4 out of 5 (good), and one participant

(10%) gave it 5 out of 5 (excellent). Overall, this question had mixed results among the participants (see figure 4.2).

How would you rate the effectiveness of the music presented in this module? 5

2 Score (out 5) of

0 Participants

Figure 4.2: Effectiveness of the Music Segments. Adapted from SurveyMonkey.

Question #5: On a scale of 1 to 5 out of 5, how would you rate the effectiveness of the slideshows presented in this module? Six participants (60%) gave it a 4 out of 5 and four participants (40%) gave it a 5 out of 5. Overall, the participants found the slideshows were very effective (see figure 4.3).

How would you rate the effectiveness of the slideshows presented in this module? 5

2 Score (out 5) of

0 Participants

Figure 4.3: Effectiveness of the Slideshows. Adapted from SurveyMonkey.

Question #6: How do you think of the online presentation of this content? Seven

(70%) out of ten of the participants answered this question. Three participants (30%) said that these modules were well-organized, while one participant (10%) said it was unique and another said it was decent and three participants (30%) had other answers. Three participants (30%) did not answer this question. Participant # 2 answered: “The presentation was really easy to me because I am used to using a computer. It may cause a challenge to those who aren't too advanced with computers”. Participant #4 answered: “I thought this presentation was very well put together. I could tell there was a lot of time put into this. There wasn't too much where it was cluttered but there was just the right amount of pictures as well as the writing” (see table 4.3).

Table 4.3

How do Participants Think of the Online Presentation?

Participants think the No. of Students Percentage presentation was? Unique 1 10%

Well-Organized 3 30%

Other 3 30%

Note: Three participants did not answer this question. Adapted from SurveyMonkey.

Question #7: What parts of the eModule would you like to change or improve in the future? Nearly all (9 out of 10 or 90%) of the participants answered this question and there were several different responses. Two participants (20%) said that the modules need previous page/next page buttons, though this would make the project too linear. Another three (30%) said, it was the quizzes, which there found to be difficult and confusing.

Participant #9 did not like the background music at the start of the modules and designer should not include it at the beginning. Participant #10 put down “Add more cities other than Los Angeles”, which meant that this participant wants the designer to do another project for the other major cities in America. Participant #6 declined to answer this question (See table 4.4).

Table 4.4

What Parts of the eModule would you like to Change or Improve in the Future?

Component they like to Students Percentage Change Navigation Buttons 2 20%

Quizzes 3 30%

Music 1 10%

Save Feature 1 10%

Other 2 20%

Note: One participant declined to answer this question. Adapted from SurveyMonkey.

Question #8: After viewing this eModule, has your perception of Southern

California history changed? Yes or No, then explain why. About half of the participants (5 out of 10 or 50%) said that they were already familiar with most of the material and felt it was a review for them. Four participants (4 out of 10 or 40%) said that after they viewed that modules they became more interested in the subject. Participant #7 had an interesting answer to that question: “Please give me more information in depth”.

Participant #6 declined to answer this question, just like the previous question (see table

4.5).

Table 4.5

Has Student Perception of Southern California History Changed?

Answer Students Percentage

Yes 5 50%

No 4 40%

Note: One participant declined to answer this question. Adapted from SurveyMonkey.

Question #9: Please enter your e-mail address for your reward. Six participants

(60%) answered this question by entering their e-mail address. Those participants would get a $5 Starbucks gift card just by answering this question. Four participants (40%) declined to answer this question. This question was added after modifications to the

Institutional Review Board (IRB) was approved by University, to encourage more students to participate and produce more student feedback from this project.

Recommendations

Based on the results of the field testing of this project, it can be concluded that despite promising overall results, the project has room for improvement. There were numerous recommendations that would be used in future studies involving the eModules to lessen risk factors and to make the project less confusing and easier for students to comprehend, as well as, encouraging more students to participate in the project, especially those who were less proficient in using computers.

Based on the feedback from students who took the questionnaire, nine (90%) out of ten participants had a positive perception of the project. However, five participants

(50%) said that this project did not change their perception about the subject because they

were already familiar with the content. One participant (10%) had a negative reception to the project and complained that this project was confusing and difficult to understand. On the three questions that used a 5-point scale, most of the participants gave a score of 4 or

5 out of 5, which would indicate that the multimedia elements of the project were very helpful and effective (see figures 4.1-4.3). For question 3, the question that pertains to the effectiveness of the video segments, the average participant score was 4.1 out 5. For question 4, the question that pertains to effectiveness of the music and sounds, the average participants score was 3.5 out of 5. For question 5, the question that pertains to the effectives of the slideshows in the modules, the average participant score was 4.4 out of 5 (see table 4.6). The other five questions were presented in short answer form, so the participants were freely able to express how they felt after taking the modules. The participant responses in the other five questions were more varied, but there was a consensus that most of the participants had a positive reception to the project.

Table 4.6

Average Participant Scores for Questions #3-5

Participant No. Question #3 Question #4 Question #5 Overall Avg. (out of 5) (out of 5) (out of 5) ((a+b+c)/3) 1 4 3 4 3.67 2 5 4 5 4.67 3 5 5 5 5.00 4 4 4 5 4.33 5 4 4 5 4.33 6 3 3 4 3.33 7 4 3 4 3.67 8 4 4 4 4.00 9 4 2 4 3.33 10 4 3 4 3.67 Average Participant 4.1 3.5 4.4 4.00 Score (∑x/n), n=10

Note: These were based on data that was posted on SurveyMonkey.

Despite the mostly positive feedback from the participants, the sample size was

somewhat smaller than expected. The target sample size was around 20 students, but only

10 students had clicked the link and viewed the modules, which was half of its intended

size. A larger sample size would have allowed a wider variety of responses from the

students who viewed the project. However, the relatively small sample size was not

surprising, since waiting for feedback from participants was a major risk factor in this

project. Getting feedback from the participants was a time-consuming process; at times it

can take a couple days to receive feedback from the participants taking the project.

In addition, there was a question (question #7) in the questionnaire that was titled

“What parts of the eModule would you like to change or improve in the future?”, where

the participants were free to express what they liked to change any part of the module that

they liked the least. Based on their responses, the designer saw suggestions that could improve the project in the future. One recommendation was to make the quizzes in the module easier and less confusing to complete by presenting them in a shorter, more straightforward manner. Another recommendation was to incorporate the “save answer” feature into the modules, especially in the quizzes, where the participants could finish the modules later. A third recommendation was to have the option of turning off the background music at the start of the modules, if the participant does not like the music for any reason or to remove the background music entirely. The fourth recommendation was to try to pitch the project to a broader group of students, by recruiting participants from other social science subjects, students who were less proficient in computers, and/or encourage more participants to access the modules on mobile devices that support Adobe

Flash, like smartphones and tablets. The fifth and last recommendation was to perform the field-testing earlier in the academic term, when students are generally less busy, if feasible. The field testing for this project took place a couple of weeks before final exams, which resulted in a much smaller pool of participants than expected.

In closing, the eModules were effective in fostering more interest in learning the history of Southern California, based on the feedback from the participants. However, the smaller than expected sample size means that the results from the field testing were not statistically significant. This would mean that more research will be needed, perhaps with a larger sample size to prove the effectiveness of the eModules in helping students remain active learners in the long run. Overall, based on the results from the field testing, this project has the potential to serve as a foundation for similar research projects in the future.

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APPENDIX A - SCREENSHOTS

TITLE PAGE

Cool Links

Here are some sites to enjoy!

• KCET: Lost L.A.

• Los Angeles Past: The .6lQ9

• Wikiped1a: History of Los Angeles

• Mike Ballard's SoCal page

• LADWP Museum - Lots of old photos of t he SoCal region

• Curbed Los Angeles

• Los Angeles Almanac

For the latest news

This project is an interactive trip about Southern California and Los Angeles during • Los Angeles Times the 20th Century. You will get a chance t o travel back in t ime to when everything in the region looked very different. Over the last 100 years, Southern California have • KPCC gone through many st ages of rapid change. Once we had the Pacific Electnc rail syst em (c.1910}, it would be all replaced by the freeway system by the 1960's. Once • L.A. Weekly there was Pacific Ocean Park ( 19S0's), t oday it is just a public beach . I n 1900 there were plenty oil derhcks in Signal Hill, but now it is now all residental. There used to be • L.A. Daily News a lot of unused land in Los Angeles a 100 years ago, but not much of those exist today because of the urban growth. Last, but not least, An apartment complex from long ago is now part of the 1- 105 Century Freeway. There are two parts to this • o.c. Register journey back in time, each with its unique themes. Be sure to click the links on the menu bar on the top to st art your travel back in t ime. • Long Beach Press Telegram

• Dally Breeze

• Daily Bulletin

• Pasadena Star- News

• San Gabriel Valley Tribune . . • Ventura County Star

• CBS Los Angeles i-rO:ii.YW~~.. o LA~o . • KNBC .·. ~ - -~-: ' • . \:. " _. , <;"" • ' ' ' '1 .. . ~""C> ',;,"S...... ·. · ( _ . : ·, , . .._ . ,,·.•. ·,;,__. - . ' ' ·, - • KTLA • KABC-TV

• KTTV

• PBS SoCal/ KOCE) Instructions for this project

Before starting this journey, make sure the flash player is enabled in your browser, since the interactive lessons uses flash files. If prompted, click OK to enable flash player or go into the options or add-ons menu ( depending on browser) to enable flash player.

First, click the tabs (part 1 or 2) to start the interactive project. I recommend that you start part 1 first, then do part 2, but you can choose to do the project in reverse (part 2, then part 1) . There are 5 chapters in each part. Chapters 1-5 are in part 1 and chapters 6-10 in part 2. The first part cov ers L.A. history from 1900 to 1945, while the second part covers L.A. history from 1945 to 1999. You can click the chapters in any order you want. There are 2 or 3 event buttons at the bottom of each page. In addition, on certain pages, the red text means a web link, while blue text means an audio or video link. If y ou are lost or confused, then click on the main menu button to st art over or choose another chapter. After you finish all the chapters, there are t wo quizzles for part 1 and part 2. First, click the main menu button, then the home button to return to website. Next , back on the website, click the Part 1 ( or 2) Quiz t ab to take the quizzles. Each quiz has two sections, pop-up windows and short answers. After you are finished with both quizzlies, link on the sidebar to take a brief survey about y our experience with this project.

A final word about this project

Some content in this project is copyrighted. Content t hat is copyrighted is t he property of their respective owners.

Walter Shu I Contact Me I © 20 18

eModule – Part 1

outhern California History 1900-1999

MAI · Chapter 1: A Young City MENU

In 190 I the original version of Angel's Flight began operating at Hill and Olive streets. The video on this page was about the how the original Angel's Flight looked like.

Video Credit: KCET. On the left: an Angel's Flight car, taken in the I %O's. (Photo credit: curbed.com)

l lick on this pie to , i~it thi= otlicial \ngcl\ I-light \\Ch:-.ih: . EVENT I EVENT 2

MAIN Chapter 1: A Young City MENU

In 1900, Los Angeles had a population of I02 ,000, Santa Ana 4,933, San Bernandino 6,150, Riverside 7,973, and Ventura 2,470 (1900 U.S. Census). In addition, the Los Angeles city limits at the time only covered the downtown and mid-city areas. The city limits would expand greatly during the first half of the 20th century. As of 2010, the population of the entire region was around 13 million.

Map of the city of Los Angeles in 1900. Nole that this map predates city expansion. (Credit: Flickr)

Click here for., more Jct,,ile

MAIN Chapter 1: A Young City MENU

Typical early 20th century oil field in Long Beach. (Credit: State of California)

At the turn of the century, oil fields were a common site throughout the region, especally near the coast. This sildeshow shows some of the old fields that existed at that time.

Click on this pump to le m more bout rnl m EVENT I EVENTl EVENTJ early Los \ngcks

MAIN Chapter 2: A Period of Rapid Growth MENU

The Quest for Water lo 1913. the first portion of the L.A. Aquedect was completed in Inyo County. The video covers in this how the aqucdcct was made. Two years later, in 1915, the San Fernando Valley region was annexed into Los Angeles. This was done in order to bring water from the north via the L.A. Aquedcct and connect the city's water system to the region. The addition of San Fernando Valley greatly expanded the territory of Los Angeles.

Video Credit: PBS/YouTube The first Los Angeles Aquedect in the Owens Valley, which is located in Inyo County. (Credit: Wikipcdia) EVENT I EVENT2

Chapter 2: A Period of Rapid Growth

The Colorado Street Bridge opened in 1912, crosses the Arroyo Seco, connecting Pasadena and Eagle Rock. Over its long history, many people jumped to their deaths from this bridge, making it a "suicide bridge". The highest number of suicides occured during the Great Depression. Today, the 134 freeway parallels this bridge nearby.

The Colorado Street Bridge in Pasadena, CA. This photo was taken in 2005. (Credit: Wikipedia)

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MAIN Chapter 2: A Period of Rapid Growth ME U

From 1913-15, scientists discovered anicent fossils under the tar pits on La Brea avenue. The fossils were the remains of mammals that lived thousands of years ago in to L.A. area. Today the La Brea tar pits is a popular tourist attraction.

Clu.:k on this picture to k,1rn The La Brea Tar Pits in the 1920's. (Credit: LADWP) more about the La Brea TJr Pih.

EVENT I EVENT2 EVENTJ

Chapter 3: The Golden Age MAIN ME U In 1923, the famous Hollywood sign was first erected as "Hollywoodland"; It was intended to promote houses in the area, before become an international .. ,J icon. A few years later the "land" .... portion was dropped and because just • tf_ Hollywood. In 1978, after decades of ~:.... ' . ~ .... -~. . neglect, the Hollywood sign was completly re-bulit. At around the same li0lLVWoo1lLAND period, the golden age of Hollywood ...,.. re>~---- :· .' ' ..._, ": ., .' ·1 • would take shape, where the major ;. -·, .. ~ . . . studios dominated the industry.

Click this button 10 play "Hooray for Hollywood" by Benny Goodman from A close-up view of the original llollywoodland s ign. ■► the 1937 Ii Im "Hollywood Hotel" . (Credit: Wordpress) • EVENT I EVENT2 EVENTJ

MAI 3: The Golden Age MENU

In 1926, Route 66 from Chicago to L.A. was completed as shown in the map below. It provided a road that connected So Cal with the rest of America. The video was about the experience of coming to So Cal on that vary road.

(;11ck on th,s m:ip to learn more about Route 66,

Pho10 Cred11: Anonymous. Video Credi!: KCET.

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MAIN Chapter 3: The Golden Age MENU

The iconic Los Angeles city hall was compeleted in 1928 sad is still operating today. It was the tallest building in the Downtown area until 1968, when the fi rst skycrapers in the area were completed.

Los Angeles Ciiy Hall before the development of high• rises. This photo was laken in 1955 by the Los Angeles Times.

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MAI Chapter 3: The Golden Age MENU

The Watts Towers is the most famous icon of South Los Angeles. It was all built by one man, Simon Rodia, an immigrant from Italy over period of 33 years from 1921 to 1954 and constructed out of reinforced concrete and various leftover items, incuding broken dishes and soda pop bottles.

The Watts Tower is the most unique structure in all of South L.A.

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MAIN Chapter 4: The Southland in the 1930's MENU

In 1932, Los Angeles hosted the first of two Summer Olympics. Los Angeles would be the second city in the U.S. to host the Summer Olympics. Due to the Great Depression, only 13,000 athletes from 37 nations partcipated. The L.A. Coilseum, bulit in 1923, hosted most of the events. The victory podium made its Olympic debut.

The opening ceremony of the tenth summer Olympics at the Coilseum in 1932. (Credit: Tripod)

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MAI 4: The Southland in the 1930's MENU

The Long Beach earthquake occured on the evening of March I 0, 1933 It had a mag. of 6.4 and more than I 00 people died from the quake. Much of Long Beach was destroyed from the quake and led to the Field Act of 1933 to reinforce buildings from future earthquakes.

A school that was severly damaged by the I933 Long ( 1lt1..-ch h.'hil \\l..'b:,ite thll CO\CN rnorl! Beach earthquake. (Credit: Caltech) m-Ucpth .lbllllt this quake

EVENT I EVENT 2

MAIN Chapter 4: The Southland in the 1930's MENU

Other notable landmarks bulit in the 1930's: -Griffith Observatory (1936) -Olvera Street (1930, restored) -China City (1938-48, short-lived expansion of Chinatown) -Union Station (1939)

Click the thumbnails for more ... llii'

EVENT I EVENT2 EVENTJ

· Chapter 4: The Southland in the 1930's

The Griffith Observatory in 2006. (Credit: Wikipedia)

EVENT I EVENT 2 EVENT 3

Chapter 4: The Southland in the 1930's

China City. This video cilp wa., from KCET.

EVENT I EVE T 2 EVENT 3

MAIN Chapter 5: Wartime Southland MENU

( 'lick on this pie for a more detailed history of this freC\\Jy.

In I 940, the Arroyo Seco Parkway opens for the first time. It was very first freeway in the region, running for IO miles between Pasadena and Downtown L.A. Today, this freeway is still operational, but it is the only freeway that does not allow truck traffic because of its sharp curves. Surprisingly, it is one of the least congested freeways in the region.

The Arroyo Seco Parkway, just after its completion in 1940. (Credit: floodgap.com)

EVENT I EVENT2 EVENT3

Chapter 5: Wartime Southland

The Zoot Suit riots on the Eastside of Los Angeles occured between May-June 1943. These riots pitted Latino gang members and white soldiers returning rrom duty overseas during World War II. According to a PBS special about the event, as people of other races were sent off to war or to prison camps, eastside Latinos rebelled against the authorities, wearing distinctive clothing, known as "Zoot Suits".

II' . Video Credit: EVENT I PBSNouTube

MAIN 5: Wartime Southland ME U

During the years that the United States fought in World War II, Los Angeles was a major city for wartime production. One notable company is North American aviation, which made the P-51 Mustang fighters and 8-25 Mitchell bombers in Inglewood. However, at the same time, Japanese Americans in the Southland were all sent to internment camps thought the country for the duration of the war for suspicion of helping enemy forces.

Newspaper headlines of the Japanese-American relocation just after Pearl Harbor. (Credit: LOC)

EVENT I EVENT2

eModule – Part 2

6: THE POST-WAR noom ■AIR ■1nu In January 1947, KTLA became the first television station in the Western U.S. It is the only station still based in Hollywood today. Several more L.A. TV stations began to operate within the next decade, including KCBS (KNX), KNBC, KABC, KCAL (KHJ), KCOP, & KTTV.

Video and Picture Credit: KTLA-TV.

Click th< pie to \hll the ~talion\ Mte fflnT I IYIAT I IYIAT S

CHAPTER 6: THE POST-WAR aoom •••• ■1nu The Four-Level Interchange, north of Downtown L.A., opened in 1954 was the world's first stack interchange. It i where the Arroyo Seco Parkway (CA- I I 0), as well as the Harbor (also CA- I I 0) and Hollywood (US IO I) freeways meet. This interchange would inspire many more of these types of interchanges around the world.

The Four-Level, c. 1959. (Credit: KCET)

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CHAPTER 6: THE POST-WAR aoom •••• ■1nu

During the 50's and 60's a number of new mega-theme parks sprung up in the Southland, including the better-known ones like Disneyland, Universal Studios, and Magic Mountain and the lesser-known ones, like Pacific Ocean Park, Marineland of the Pacific, Lion Country, and the Japanese Deer Park. Today, only Disneyland, Universal Studios, and Magic Mountain are still operating.

Click on the thumbnails for a sildeshow and video.

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CHAPTER 6: THE POST-WAR aoom

Disneyland m Anaheim opened in 1955, and has e,panded many !Imes over its 60 year history. (Credit: Disney)

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CHAPTER 6: THE POST-WAR aoom ■AIR ■1nu

Lion Country Safari in Irvine was a drive-in th>t esisted from 1970-1984. Later replaced by a water park, called Wi ld Rivers. (Video Credit: KCET, Photo Credit: Yc,tcrland.)

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CHAPTER 6: TIii POST-IIIAR BOOffl ■AIR ■IRU Other Notable Landmarks built after WWll to 1960

In 1948, the fi rst ln-N-Out Burger opened in Baldwin Park, a small city 20 miles east of Los Angeles. Over the decades, it would gradually expand all across California and the West Coast. Today, it is still owned by the very same family opened it and the original location is aow an historic monument. In 1956, the distinctive and rounded Capitol Records Tower was completed in Hollywood and became the home of Capitol Records. It is sti ll standing today. In 1959, the L.A. Sports Arena was completed. It hosted many events, including the 1960 Democratic National Convention and was the home court of the Lakers, then Clippers. It was tom down in 2016.

The Capitol Reco rds Tower in Hollywood. The unusual shape is designed to mimck a stack of vinyl records. (Credit Wikipedia)

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CHAPTER 7: A PERIOD or IIAJOR CHAftGES

During the I 950's and I 960's, much of the L.A. Freeway system were built. The East L.A. lnterhcange was a vital artery of the system. It connected four major (1-5, 1-10, CA-60, & US- IO I) freeways that goes in and out of L.A . rt was complex interchange with many ramps and often congested at rush hour. This complex divided the people living the area as many homes and businesses were razed.

l ck ,n this pie ~re to ,.:m ore ~lxi the E t L A lntm:lunge d , er "•) t o

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CHAPTER 7: A PERIOD or fflAIOR CHAnGES

TI1e Watts Riots rook place between August 11-16 of 1965. A blac:< motorist was stopped arrested for drunk driving by Cf[P officers in Watts. The arrest later turned into a fight as his mother and brolher intervened with the Police officers, which was considered Police brutality on the part of white officers. This led to widespread chaos throughout South Los Angeles. 34 people were killed in the riots and more than 3,000 were arrested. 977 buildings were razed. The video and pictures on this page arc first-hand accounts of the Watts Riots as it happened. Video Credit: Los An •Cles Times

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CHAPTER 7: A PERIOD or fflAIOR CHAftGES ..... ■EftU

Pro Sports in Southern California boomed by the 1960's. 1947-The Rams moved to L.A. from Cleveland. Left for St. Louis in 1995, but returned to LA. in 2016. 1958-The Dodger moved to L.A. from Brooklyn. Moved to Chavez Ravine in 1962, when Dodger Stadiwn was complated. 1960-The Lakers moved to L.A. from Minnepolis. The have played in several arenas, including the Forum in Inglewood and Staples Center in DO\vntown. 1961-The Angels joined the Major Lea1,'l.les as an expansion team. In 1966, tbe team moved to the then new Anaheim (now Angel) Stadium in Orange County. I 967-The Kings joined the UL as an expansion tean1.

Dodger Stadium on Opening Day in 1962. Dodger Stadium today is third oldest ballpark in Baseball. (Credit: Los Angeles Dodgers)

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CHAPTER 7: A PERIOD or IDAJOR CHAftGES ■AIR ■1nu The Development of LAX Originally opened in the 1929, as an air field, it expanded greatly between the I950's and the 1980's as the population of the region boomed and air travel became more advanced, with the advent ofj etliners. First in 1953, when additional runaways were bulit, the first airpo1t tunnel was bulit under the LAX nmaways. In 1961, the distnictive theme building was completed, along with new tenninals. Today it is one of the busiest airports in the world.

The LAX Theme Building in I 961. This would be one ofthe most m1ique features of LAX. (Credit: Charles Phoenix)

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CHAPTER 8: TRAnsrOIDATIOn ■RIii ■EIIU

At 6 am in the morning on Febuary 19, 1971 the San Fernando-Symlar earthquake stuck. It had a magnitude of 6.5 and caused widespread damage throughtout the San Fernando Valley. Many structures, including freeways and hospitals collapsed. 58 people died in the quake and it was the most powerful earthquake to hit the region since 1933. A collapsed ramp connector in Newhall m the aftemrnth of 1971 San Femando earthquake. This ramp was not open to tn1flic at the time, { " 1h1 hut ton le;.i 11 me, hout (Crndit: USGS) 1h1 e:mhqu.,h

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CHAPTER 8: TRnnsromnTIOA ■Ill IIEIIU

During the late I 960's and 1970's, Downtown Los Angeles was being transformed into the metropolis we all sec today, as many high-rise buildings began to sprung up. The Union Bank building ( 1968) was the first of many skycrapers that sprung during that time. The Aon Center, built in 1973 was the tallest buidling in L.A. until 1989. The Los w."~ ~:.lt. Angeles Convention Center was completed in 1972 and was expanded ~ several times since.

Click on the thumbnails for a sildeshow ofhow much Downtown • changed by 1979.

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CHAPTER 8: TRAnsrORIATIOA ■Ill ■IIIU

Downtown Los Angeles during the I970's. Note the number of high rises under construction at the time. (Credit. Los Angeles Times)

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CHAPTER a: r1nnsro111nr1on

In I 973, after several failed attempts, Tom Bradley was elected mayor of Los Angeles. He became the first black mayor in the city's history, as well as the first minority mayor since the city joined the United States. He would serve for the next 20 years, overseeing the city's rapid transformation over the years. The international terminial at LAX is named after him. Bradley would retire in the aftermath of the 1992 L.A. Riots.

Tom Bradley was the first African-American and longe,1- serving mayor of Los Angeles, spanning 20 years from 1973 to I 993. (Credit: UPI)

Click on thts rnc to learn more about Tom Bradley.

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CHAPTER 9: IECOIIIIRG WORLD-CLASS ■llft ■EIU Tn 1980, the Sherman Oaks Galleria mall in the San Fernando Valley opens near the IO I and 405 freeways. Tt would become a cultural icon worldwide, as it appears in many movies and TV shows of the era, such as "Fast Times at Ridgemont High" and popularized "Valley Girl". It was rebuilt after the 1994 Northridge earthquake. Today, the Galleria still stands. though not as a shopping mall. The video in this page talks about the glory years of the Galleria during the I 980's.

c; hck " this P" tn le cn more bout t.

Video C'rcdit KCET. Photo Credit: Umversal Studios.

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CHAPTER 9: IECOffllftG IIORID-CIISS ■11n ■1nu From July to August 1984. the Summer Olypmics were held in the Los Angeles for the second time. The United States, the host country dominated the games, witl1 an impressive total of 174 medals, including 83 gold medals. 140 nations partcipated, but the Soviet Union and its allies boycotted the 1984 games, as payback for the 1980 US-led boycott of the previous Summer Olympics, which was held in Moscow. J.n this page, conductor John Williams, wrote and performed the theme song to the 1984 Summer Olympics, which eventually become Opening Ceremonies on the 1984 Summer Olympics at the Coilseum. (Credit: Wikipedia) an instant classic.

Click this button to play a ,ample of ■► the 1984 olympic theme. fflftT I fflftT I fflftT S

CHAPTER 9: IECOffllftG IIORll>CIISS ■Ill ■IIU At 7:42 am in the morning of October I, 1987. the Whittier arrows earthquake struck the region. It had a 5.9 magintude, with the epicenter in the north Whittier area. There was widespread damage, near the epicenter and eight people were killed in the quake. It was the strongest quake in the area since 1971 .

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The historic Mission San Gabriel had serious damage from the Whittier quake. (Credit: Caltech) ltd.. on ,h1sp1cture to rev,s11 the exptt1t11u! ol th e\ t

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CHAPTER 9: IICOffllRG IIORID-CIASS ■11n ■EAU

The US Bank Tower in Downtown L.A. became the tallest building (1,018 feet and 73 floors) in the West Coast, when it was finished in 1989. [t would become another icon that was associated with Los Angeles. This tower had an integrated helipad and rows of lights on the top of the building. The US Bank Tower during the day. Completed in 1989, it has been L.A.'s tallest building for almost 20 years. (Credit: Wikipedia)

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CHAPTER I 0: CRISIS & HOPI ■11n ■1nu ~ew Ways ofGetting Around L.A. 1990-The \1ctro, Blue Linc opens from Downtown L.A. to Long Beach. It was the first light rail line since 1962 and was the first of series of rail lines bulit by the LACMTA, which is still expanding as of 2017. 1992-Metrolink opens for the first times. It has an extensive network of rail lines from Ventura to Orange County and the Inland Empire. 1993-The 1-105 freeway from LAX to orwalk opens as the first new freeway in 20 years. The Metro Red and Purple Lines began operating under Downtown. 1995-The Metro Green Line began operating on the median of the T-105 , and meets the Blue Line in the WTllowbrook area ofSouth Los Angeles.

A Metro Blue Line Tram. This train v.a, built in 1990. l lick on lhis logo just when the line began operating. (Credit: Wikipedia) 10,1sit the \1TA \\eh le

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CHAPTER I 0: CRISIS & HOPE IIAII IIEIU

The L.A. Riots of 1992

1991-Rodney King was beaten by LAPD officers in Lakeview Terrance. It was caught on camera and shown on all local TV newscasts. April 29 to May 4, 1992-Four LAPD officers were found not guility in the beating of Rodney King. This resulted in total mayhem throughtout the city, espccally on South L.A. It was the most dcsrtuctivc urban riot in American history with 55 dead, 2,000 injured, 11,000 arrests and one billion dollars of property damage. The riot ended when the National Guard was sent in. This event changed the culture and demographics of Los Angeles, as well as in major refo1ms in LAPD, including the retirement of Chief Darryl Gates and new hiring precocdures.

Click on the thumbnails for the slideshow and video .

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CHAPTER I 0: CRISIS & HOPE ■AHi IIEIU

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CHAPTIR I 0: CRISIS & HOPI ■11n ■1nu

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Video Credit: Los Angeles Times

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CHAPTIR I 0: CRISIS & HOPI ■11n ■1nu At 4:30 am in the morning on January I 7, 1994, The Northridge Earthquake struck. It had registered a magnitude of 6.7 with the epicenter in the Northridge area on a thrnst fault. 57 people died in the quake and damage was widespread throughout the Southern California region with the San Fernando Valley the hardest hit. Total damage was $13-40 billion.

Click here for more in depth look of he Northndgc Quake. Remember. Su(:'al " 111 l-arth4u.1 ~ Country

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I 0: CRUii & HOPE ■All ■EIU The O.J. Simpson Case {. lick on this picture to watch the entire ().J. Simpson ln June 1994, O.J. Simpson was accused of Police Chase murdering his ex-wife Nicole Bown and friend Ron Goldman. Days later, Simpson and friend.Al Cowlings were involved in a slow-speed chase through L.A.-area freeways. Simpson would later tum himself in at bi~ Brentwood home. A year later, in 1995, Simpson was found not gulity on two counts of murder. However, in 2008 Simpson would be found guility of stealing sports mcmoribllia and is serving time in an 1evadajail. lie was released from prison in October 2017. The O.J. Simpson case made Court TV (now TruTY) a household name.

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Questionnaire

bplain your experience after viewing this eModule. Was tt tun. easy, difiiotlt, co111'1,1Sing, boring, etc.

2. \>./hat parts of the eModule did you like the most? bplain why.

3. On a scale of 1 to 5, how would v ou rate the effectiveness of the ,·ideos presented in this module?

On a scale of 1 to 5, how would vou rate the effectiveness oi the slideshows presented in chi£ module? Gaad -

6. How do you think of the online presentation of this content?

7. What parts of the eModule would you like to change onmpro,;e in the future? L

Please enter your e-mail address for your reward.

Privacy & Cookre PoUcy

APPENDIX B -FORMS

CONSENT FORM

California State Polytechnic University, Pomona Informed Consent Form for Research Involving Human Subjects

You are being invited to participate in a research study, which the Cal Poly Pomona Institutional Review Board (IRB) has reviewed and approved for conduct by the investigators named here. This form is designed to provide you - as a human subject/participant - with information about this study. The investigator or his/her representative will describe this study to you and answer any of your questions. You are entitled to an Experimental Research Subject’s Bill of Rights and a copy of this form. If you have any questions about your rights as a subject or participant, complaints about the informed consent process of this research study, or experience an adverse event (something goes wrong), please contact the Research Compliance Office within Cal Poly Pomona’s Office of Research at 909.869.4215. More information is available at the IRB website, http://www.cpp.edu/~research/irb/index.shtml

Project Title: SOUTHERN CALIFORNIA HISTORY (1900-1999): AN INTERACTIVE MODULE Protocol Number: IRB-18-118

Principal Investigator: Walter Shu ([email protected]) and Shahnaz Loftipour ([email protected])

This study involves the research of whether online interactive modules help students become more active learners and promote more interest in studying history, such as the history of Southern California. First, you will receive an e-mail from the instructor with the link to the research project and an advisory with an IRB number. You are to access the project’s main homepage via the internet, if you choose to click the link given by e-mail. The instructions for taking this interactive project are posted on the project’s main home page, which includes links to both modules of the interactive project. When accessing the modules, you will enter an introduction menu, with five chapters, covering each era of Southern California history. You are free to choose either module to access and view. For pages with audio and video clips, participants can listen or view the clip by clicking the play/stop button. You can move from the first part to the second part or vice-versa by clicking the link at bottom right corner of the screen. If you are stuck or confused, then you can click the “Main Menu” button to return to introduction page and select another chapter to view. You complete both modules then they can click to "Home" button on either module to return to the homepage and take quizzes for parts 1 and 2. After taking the quizzes, then you can take an exit survey about the project on Survey Monkey. You may work at your own pace. Estimated completion time is around one hour.

Your participation in this study is completely voluntary. If you do not want to partcipate, then do not click on the link given on the e-mail. Should you decide to discontinue participation, you may do so without penalty. You may also skip any portion you do not wish to complete. Your participation in this study may help you understand the benefits of e-learning in the social sciences. We are not asking you to place your name anywhere on the project, so your participation is anonymous. None of your answers can be directly traced back to you.

Should you have any further questions, please feel free to contact the study’s principle investigators, Walter Shu, a graduate student in Educational Multimedia program, or Dr. Shahnaz Lotfipour, a professor in the Educational Multimedia Program. Mr. Shu can be contacted by phone at (626)-786-8783 or by e-mail at [email protected]. Dr. Loftipour’s office number is 98-C4-22, his office phone number is (909) 869-2255, and his e-mail address is [email protected].

CONSENT STATEMENT:

I, ______, hereby give my consent to participate in the research study entitled “SOUTHERN CALIFORNIA HISTORY (1900-1999): AN INTERACTIVE MODULE”, I have read the above information and am aware of the potential risks and complications. I fully understand that if I click on link given in the e-mail, then I agree to participate in this research study. I fully understand that I may withdraw from this research project at any time or

choose not to answer or view any specific item or items without penalty. I also understand that I am free to ask questions about techniques or procedures that will be undertaken. I am aware that there is no compensation for my participation. Finally, I understand that information obtained about me during the course of the study will be kept anonymous and cannot be traced back to me.

______Participant’s signature (18+ years of age) Date

I hereby certify that I have given an explanation to the above individual of the contemplated study and its risks and potential complications.

______Principal investigator/Date Witness/Date

E-Mail Flyer

You are invited to an online experience of Southern California History!

Are you curious about SoCal history? Do you miss something that you like very much? or Are you ready for a history experience like no other? Then just click here: http://goo.gl/5e73As. Plus, as a bonus, you will have the chance to win free Starbucks coffee! 82

IRB Approval

Pomona

Memorandum California State Polytechnic University, Pomona Institutional Review Board -- Office of Research Compliance Federalwide Assurance 00001759 -- IRB principles: respect for persons, beneficence, and justice Date: November 3, 2018 PI Name: Walter Shu; Department/College: Educational Multimedia Co-PI(s): Shahnaz Lotfipour IRB Protocol Number: IRB-18-118 Protocol Title: SOUTHERN CALIFORNIA HISTORY (1900-1999): AN INTERACTIVE MODULE Protocol Submission Type: Initial; Review Board Type: by CPP IRB members Review Type: Expedited Decision: Approved

Dear Investigator(s),

The protocol as described above has been reviewed by the Cal Poly Pomona Institutional Review Board (IRB) by the expedited review method. It was found to be in compliance with applicable federal and state regulations and Cal Poly Pomona policies regarding the protection of human subjects used in research. Thus, the Cal Poly Pomona IRB grants you approval to conduct the research. On its behalf, I thank you for your adherence to established policies meant to ensure the safety and privacy of your study participants. You may wish to keep a copy of this memo with you while conducting your research project. You may initiate the project as of November 3, 2018, and it must be completed by November 3, 2019. Federal regulations limit the IRB approval of studies for up to one year. If you find the need to renew your protocol, please remember to submit a request to the IRB at least six (6) weeks before this end date to ensure continuous human subjects’ protection and IRB approval. The Cayuse system will remind you, however the responsibility lies with the study investigators. It would be appreciated that you advise the IRB upon the completion of your project involving the interaction with human subjects. Please use the "Closure or termination of the protocol" form in the Cayuse system. Approval is conditional upon your willingness to carry out your responsibilities as the principal investigator under University policy. Your research project must be conducted according to the methods described in the final approved protocol. Should there be any changes to your research plan as described, please advise the IRB, because you may be required to submit an amendment (with re-certification). Additionally, should you as the investigator or any of your subjects experience any “problems which involve an undescribed element of risk” (adverse events in regulatory terms), please immediately inform the IRB of the circumstances. The committee wishes you success in your future research endeavors. If you need further

assistance, you are encouraged to contact the IRB. Sincerely,

Heather Taylor Wizikowski, Ph.D. Chair, Institutional Review Board Assistant Professor, Education College of Education and Integrative Studies

This message has been automatically generated by the Cayuse system installed at Cal Poly Pomona. Please contact the IRB office ([email protected] or 909.869.4215 or .3713) if you have questions or you believe you have received this message in error. Thanks for your compliance with the regulations while conducting human subjects research. [2/13]

Your participation in this study is completely voluntary. If you do not want to participate, then do not click on the link given on the e-mail. Should you decide to discontinue participation, you may do so without penalty. You may also skip any portion you do not wish to complete. Your participation in this study may help you understand the benefits of e-learning in the social sciences. We are not asking you to place your name anywhere on the project, so your participation is anonymous. None of your answers can be directly traced back to you.

CAUTION: By clicking on this link, then it assumes that I have read the above information and am aware of the potential risks and complications. I fully understand that if I click on link given in the e-mail, then I agree to participate in this research study. I fully understand that I may withdraw from this research project at any time or choose not to answer or view any specific item or items without penalty. I also understand that I am free to ask questions about techniques or procedures that will be undertaken. I am aware that there is no compensation for my participation. Finally, I understand that information obtained about me during the course of the study will be kept anonymous and cannot be traced back to me. To read more about the school’s IRB policy on human subjects, click here.

The Cal Poly Pomona Institutional Review Board has reviewed and approved for conduct this research involving human subjects under protocol: IRB 18-118.

IRB Amendment

Hi Walter,

Your amendment has been approved, the approval letter was sent today.

Sincerely, Maya

Maya Monges-Hernandez Research Compliance Associate Office of Research Compliance (Office of Research Innovation and Economic Development) Division of Academic Affairs 3801 W. Temple Ave, Pomona, CA 91768 T: 909.869.4215 | F: 909.869.2993 | E: [email protected] http://www.cpp.edu/~research/compliance/index.shtml Pomona

From: Maya E Monges-Hernandez Sent: Wednesday, November 28, 2018 5:24 PM To: Walter G. Shu Subject: RE: Amend IRB request (18-118)

Hi Walter,

Please submit the amendment through Cayuse, you must answer and update the entire protocol in the appropriate sections to reflect this amendment to your approved protocol.

Sincerely, Maya

Pomona

From: Walter G. Shu Sent: Wednesday, November 28, 2018 5:21 PM To: Maya E Monges-Hernandez Subject: Amend IRB request (18-118)

To the CPP IRB,

Dr. Loftipour has suggested that my IRB should be amended to allow incentives if they participate in my project. This is because the feedback from project was slower than I had expected and only a few students have already accessed my project as of right now, although the link has been up for a week. I am planning to finish field testing by the end of this week so I can finish up chapter 4 of my project by the end of the semester. Would you please amend my IRB to allow incentives for participation as soon as possible? I would be very much appricated.

Lastly, I am now considering rewarding Starbucks gift certificates for students who participate by giving their e-mails after finishing the project. I am also considering expanding the sample pool to include all history classes at Cal Poly Pomona, beyond sections of HST 3370 (California History) if there is still a shortage of participants.

-Walter Shu Project IRB: 18-118

Sent from Mail for Windows 10

E-Mails to the History Department

Initial e-mail message

Dr. Wallis,

I am still waiting for feedback. It has been one week since I started field testing and I am trying to finish it as soon as possible. Can I contact the individual professors to get feedback about my project?

-Walter Shu

Sent from Mail for Windows 10

From: Walter G. Shu Sent: Tuesday, November 20, 2018 2:59 PM To: Shahnaz Lotfipour Subject: FW: HST 3370: information requested from CPP grad student: link included

Dr. Loftipour: This is the proof that I am now field testing the project, to make sure.

-Walter Shu

Sent from Mail for Windows 10

From: Eileen Wallis Sent: Monday, November 19, 2018 10:17:45 AM To: Walter G. Shu Subject: RE: HST 3370: information requested from CPP grad student: link included

Dear Walter:

I think at this point all you can do is wait and see who responds.

Sincerely,

Dr. Wallis

From: Walter G. Shu Sent: Monday, November 19, 2018 10:13 AM To: Eileen Wallis Subject: RE: HST 3370: information requested from CPP grad student: link included

Dr. Wallis,

I have attached the IRB approval message. Now, I am thinking of what steps or actions should I take next?

-Walter Shu

Sent from Mail for Windows 10

From: Eileen Wallis Sent: Monday, November 19, 2018 9:52:02 AM To: HST 3370 professors

Cc: Walter G. Shu Subject: HST 3370: information requested from CPP grad student: link included

Dear Professors,

Walter Shu is a graduate student here at CPP and is requesting feedback about a draft online lesson plan in Southern California. He has IRB approval for the project.

As current instructors of HST 3370, your feedback is invaluable.

If you have the time, all he needs is the consent form (see above) and then for you to follow the instructions on the first page at http://goo.gl/5e73As. There is a link to a brief survey there as well. Note: you will need Flash Player to view the webpage contents.

Thank you in advance for your time.

Sincerely,

Eileen V. Wallis

History Dept., CPP

From: Walter G. Shu Sent: Thursday, November 8, 2018 11:05 AM To: Eileen Wallis Subject: My eProject is ready for testing

Dr. Wallis,

My eProject was just given the green light by the Cal Poly IRB and Dr. Loftipour a few days ago. I just finished a few final adjustments and it is ready to go.

Here is the link: http://goo.gl/5e73As.

-Walter Shu

First Update

From: CPP Sent: Wednesday, November 28, 2018 1:47 AM To: HST 3370 professors

Cc: Eileen Wallis; Shahnaz Lotfipour Subject: SoCal History eModule Project Update: Feedback Needed

To all HST 3370 professors,

I have been field-testing the project for about a week now, but I am still not receiving any feedback yet. I am trying to finish testing for the project by end of this week, so I can finish Chapter 4 of my project and submit the project by the end of the semester. I need to know from you guys how many students had accessed the link and viewed my project since last week and to get feedback about what the students think of this project and whether you guys received the email with the link, flyers and consent forms for my project or not. I am going to give you guys the link and forms to my project just in case. The link to the project is at: http://goo.gl/5e73As. Also, be sure to email the link, forms and flyers to all students taking your sections of California History, so they can read over and access it.

Happy Holidays,

Walter Shu

Sent from Mail for Windows 10 Second Update

Dear Walter:

I will send this on to all our majors.

Sincerely,

Dr. Wallis

From: Walter G. Shu Sent: Thursday, November 29, 2018 12:37 AM To: Eileen Wallis Cc: Shahnaz Lotfipour Subject: SoCal History eProject request: Expand to all history classes

Dr. Wallis,

I am trying to finish field testing my project by the end of this week, but problem is that there is a shortage of participants viewing and receiving feedback on my project. As of right now, only three students have went over my project. I am requesting that the link and forms to my project should be forwarded or given to all history professors, not just those teaching California History this semester. In addition, the individual professors should forward the link and forms to all

students. This would increase the chance that I would able to get at least 20 students to participate in my project.

Once again the link: http://goo.gl/5e73As.

-Walter Shu

Sent from Mail for Windows 10 Last Update

To everyone involved,

I have made a couple of important updates to my eProject to encourage more participation. First, if you click the link below, you will have a chance to win a free Starbucks coffee (hot or iced) by entering your e-mail. Second, I have also updated the flyer for the eProject to reflect this.

Once again the link: http://goo.gl/5e73As.

Enjoy!

-Walter Shu