Tag Archives: students

WHAT ARE SOME OTHER FRAMEWORKS THAT STUDENTS CAN USE FOR THEIR INSTRUCTIONAL DESIGN CAPSTONE PROJECTS

Leave a reply

The ADDIE Model:

The ADDIE model is one of the most well-known and widely used frameworks for instructional design. It stands for Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional problems are identified and learning needs or goals are analyzed. In the Design phase, learning objectives, assessments and a test/curriculum plan are developed. The Development phase covers developing instructional materials like learner guides, instructor guides, simulations, etc. Implementation involves delivery of the instruction, which could be in a classroom, online, or blended. The Evaluation phase measures how effective the instructional material was at achieving the desired outcomes.

For a capstone project, students would identify an instructional problem, conduct a learner analysis, write objectives, develop materials and activities, propose an implementation strategy and evaluation plan. A strength of ADDIE is that it provides a very structured, systematic approach to instructional design. It may be considered too linear and rigid by some.

ASSURE Model:

The ASSURE model is also a popular instructional design model used by many. It stands for Analyze learners, State objectives, Select methods/media/materials, Utilize methods/media/materials, Require learner participation, Evaluate and revise. In the Analyze learners phase, learner characteristics and context are analyzed. The State objectives phase involves stating measurable learning objectives. Select methods involves choosing delivery methods and instructional materials. Utilize methods is the development and delivery of instruction. Require participation engages learners in the instruction. Evaluate and revise assesses effectiveness of instruction and makes improvements.

For a capstone using ASSURE, students would go through each step to design, develop and propose an instructional intervention. It provides structure but is more flexible than ADDIE. Evaluation and revision are explicitly built into the model which is a strength. It does not provide as much detail on some phases compared to ADDIE.

Dick and Carey Model:

The Dick and Carey model is another widely respected instructional design model originally developed in the 1970s. It involves 10 main steps: (1) Identify instructional goals, (2) Conduct instructional analysis, (3) Analyze learners and contexts, (4) Write performance objectives, (5) Develop assessment instruments, (6) Develop instructional strategy, (7) Develop and select instructional materials, (8) Design and conduct formative evaluation, (9) Revise instruction, and (10) Design and conduct summative evaluation.

Some key aspects that are beneficial for a capstone project include the emphasis on both formative and summative evaluation built into the framework. This allows students to pilot and refine their instructional materials based on evaluation feedback. The model also provides more guidance on developing assessment instruments compared to ASSURE or ADDIE. Drawbacks could include it being more complex than ADDIE with additional steps and processes.

The Successive Approximation Model (SAM):

The SAM model involves an iterative, cyclic approach for designing and developing instruction. It includes the core steps of: (1) Set goals, (2) Conduct needs assessment, (3) Write objectives, (4) Develop evaluation instruments, (5) Develop instructional strategies, (6) Develop and select content, (7) Select delivery system, (8) Develop assessment, (9) Revise instruction based on assessment, (10) Implement, and (11) Repeat the cycle.

What’s beneficial about SAM for a capstone is that it emphasizes the instructional design process as ongoing and continually improved through feedback during implementation, unlike linear models like ADDIE. Students will get to practice the skill of revising and refining their instruction through multiple iterations based on assessed outcomes. It may lack some structure and specifics compared to models like Dick and Carey. It places more emphasis on the process than specific outputs.

All of these frameworks could be suitable options for an instructional design capstone project. The best choice would depend on the learning objectives, scope and available time/resources. Combining aspects from different models may also be an optimal strategy. The frameworks provide a systematic structure to follow while designing, developing and evaluating an instructional intervention for a given context and learning problem.

HOW CAN CAPSTONE PROJECTS BENEFIT STUDENTS IN TERMS OF THEIR FUTURE CAREERS

Leave a reply

Capstone projects are long-term projects or theses that students in many undergraduate and graduate university programs complete towards the end of their studies as a culminating academic experience. They allow students to integrate and apply the knowledge and skills they have gained from their coursework to real-world situations. Capstone projects provide students with valuable hands-on experience that can greatly benefit them as they transition to their future careers in several important ways.

First, capstone projects allow students to gain practical experience working on a substantial long-term project from start to finish. Through their capstone work, students learn important soft skills like project planning, time management, problem-solving, meeting deadlines, and working independently that are crucial for success in the workplace. They get a sense of what it means to see a complex project through from conception to completion, having to overcome challenges that may arise along the way. Being able to demonstrate this type of experience to future employers shows an ability to take initiative and work autonomously in a professional environment.

Second, capstone projects provide an opportunity for students to dive deep into an area of interest and gain specialized, applied knowledge that can make them more attractive job candidates. Through the independent research and hands-on work involved, students are able develop a sophisticated understanding of their chosen topic that goes beyond what is learned in typical class courses. Being able to discuss a capstone project in an interview demonstrates to employers in-depth knowledge and skills in a certain subject matter that can be an asset for many career roles. It serves as a sample of the type and quality of work students are capable of independently.

Third, capstone projects allow students a chance to network and build professional relationships within their field that can lead to job opportunities. Many projects involve collaborating with industry professionals as advisors or on internships providing a way to make contacts useful for future job hunting. Presenting a capstone project at a symposium or conference exposes students’ work to professionals in their targeted career fields and gives them an opportunity to begin establishing their professional identities and reputations. For some students, their capstone work can even lead directly to job offers from impressed advisors or other professionals they interact with on their projects.

Fourth, capstone projects provide a portfolio piece for students to showcase their talents and qualifications to potential employers. The final capstone report and any associated presentations, demonstrations, or prototypes give tangible examples of the complex work students are able to undertake and complete independently. Students can highlight their capstone on resumes and discuss it knowledgeably during interviews to impress upon employers the value and depth of skills attained. Having this evidence-based achievement to reference allows employers to better envision how students might contribute to their organizations. It also gives students confidence when promoting themselves in competitive job markets.

Fifth, capstone projects allow students to explore their interests and define career paths for themselves before entering the workforce. Through research and hands-on experience with their chosen project topics, students gain clarity on their strengths, preferences, and potential career directions. This self-knowledge makes them better able to intentionally select first jobs that are a strong fit and increase the likelihood of workplace satisfaction and retention. It also prepares them to discuss targeted career goals understandably with recruiters and hiring managers interested in investing in candidates looking to build long-term careers within industries or organizations.

Capstone projects provide students with real-world experience completing substantial, long-term work; opportunities to gain specialized applied knowledge; professional networking contacts; tangible portfolio pieces; and career definition – all of which greatly benefit their transition to future careers. Because capstones cultivate practical skills employers seek while relating to students’ topics of interest, they are winning resume and interview components that set graduates apart in competitive job markets. Capstone projects powerfully scaffold students’ undergraduate or graduate experiences and studies into impactful early career opportunities and success.

HOW CAN STUDENTS FIND GUIDANCE AND SUPPORT FOR THEIR CAPSTONE PROJECTS

Leave a reply

Capstone advisors/instructors: Every capstone project course has an assigned faculty advisor or instructor who is there to provide guidance and support to students. Students should meet regularly with their advisor, at minimum once a month, to discuss their project plan and progress, get feedback on their work, and seek help if encountering any challenges or roadblocks. The capstone advisor is the primary source of guidance and is invested in seeing their students succeed. Students should take full advantage of the knowledge and experience of their assigned advisor.

Librarians: College and university librarians are trained to help students with research for major projects like capstones. Students should visit the library reference desk or schedule a research consultation appointment with a librarian to learn about relevant databases, subject guides, and resources to support their particular topic area. Librarians can help students efficiently identify high quality sources and ensure they are finding the depth and breadth of information needed. Many libraries also offer research workshops covering topics like citation management and avoiding plagiarism.

Writing center consultants: On-campus writing centers are staffed by trained writing consultants who can provide feedback on drafts of a capstone paper or project report. While they generally will not proofread or edit papers, consultants can assist with organization, flow of ideas, clarity of writing, and adherence to formatting guidelines. They are also knowledgeable about scholarly writing conventions and can answer questions about integrating and citing sources. Meeting with a consultant is a great way to get an outside perspective on work-in-progress.

Faculty experts: Students should identify faculty members on campus who have expertise in their capstone topic area and consider setting up informational interviews or meetings. Faculty can point students towards additional resources, provide context and depth on theories or issues relevant to the project, suggest related research they may have conducted, and connect students to other professionals working in the field. They may also be willing to serve as a “second advisor” by reviewing a draft or discussing challenges.

Professional associations: Many career fields have associated professional membership organizations that students can join as students or access lower-cost membership rates. These associations often have conferences, journals, research databases, mentorship programs, and networking opportunities that can support capstone work. They frequently have sections or offerings targeted specifically at students and new professionals. Association involvement helps students plug into their chosen industry.

Peer support networks: Some colleges organize capstone-specific peer mentoring programs, success networks, or virtual discussion boards to connect students working on similar projects. Interacting with and learning from other students undertaking capstones provides a built-in source of shared knowledge and empathy during the process. Students can find commiseration as well as tips from their fellow students in navigating the capstone experience.

Online guides and tutorials: Many colleges have created online capstone handbooks, process guides, timelines, and How-To resources that students can access 24/7 on their own schedule via the academic department or institutional websites. Tutorials on project planning, literature reviews, proper citation techniques, and other helpful skills are also widely available on sites like YouTube or dedicated research support pages. These virtual supports allow independent learning.

Course partners: For capstone courses that involve paired internships or group projects, students gain an automatic support system in their project partner(s). They can encourage each other, hold each other accountable to deadlines, discuss challenges, do practice presentations together, and provide feedback on works-in-progress. Positive partnerships during capstones can last for years after graduation.

With dedication to capitalizing fully on all these abundant supports available on campus and online, students have every tool they need to achieve successful outcomes with their capstone projects, the culminating demonstrations of all they have learned during their academic careers. Proactively seeking guidance is key to conquering this challenge.

WHAT ARE SOME COMMON CHALLENGES THAT STUDENTS FACE WHEN SELECTING A CAPSTONE PROJECT TOPIC

Leave a reply

Selecting a topic for a capstone project can be one of the most challenging parts of completing a college degree program. As capstone projects are meant to showcase a student’s cumulative knowledge and skills from their entire course of study, it is important to choose a topic carefully. There are many obstacles students may encounter when trying to settle on the right topic.

One of the biggest issues is simply coming up with an original idea. With so many capstone projects having been completed before across different programs and universities, it can be difficult to think of something that has not already been extensively researched and written about. Students want their work to stand out and make a unique contribution, but struggle to find a niche that has not already been explored. Coming up with truly novel topics takes significant brainstorming and research to identify gaps in existing literature.

Narrowing down options is another major challenge. Once some potential areas of interest have been identified through initial research, students are then faced with determining which one to pursue among the options. Factors like feasibility within time constraints, available resources and data, faculty expertise, and personal passion all must be weighed. It can be unclear how to evaluate and compare different topics against each other based on these variables. Making a final selection from the options may delay getting started on the project.

Related to the previous issue, assessing feasibility is difficult. Even if students are passionate about an idea, they need to realistically evaluate if the scope can be adequately addressed with the standards expected of a capstone within given parameters. Ambitious topics risk becoming too broad to be thoroughly researched and analyzed within a single semester or academic year. Topics that seem too narrow may lack depth. Balancing feasibility with academic rigor takes experience to judge properly.

Finding an engaged faculty advisor can pose problems as well. Having a mentor invested in the topic is invaluable for guidance, but it may not always be clear which instructors share interests that align with potential topics. Faculty members also have limited time and bandwidth, so projects outside their expertise could be difficult for them to adequately support and evaluate. Students have to consider an advisor’s background and availability during selection. Mismatched interests can derail a project.

Accessing needed resources, data or case studies for research can be an obstacle too depending on the topic. Certain areas simply have fewer published materials available as prior scholarship compared to more established domains. Primary data collection may be proposed but comes with logistical and timeline challenges. If sources are largely restricted within an organization, external topics are riskier. Data availability shapes topic boundaries.

Students also experience difficulty tying topics directly back to their degree program or intended career path, a requirement of most capstone assignments. More interdisciplinary subjects appeal more but connecting them to the major can require creativity. Topics too far removed from the academic focus area may not meet advisor or departmental approval either. Balancing personal interest against program relevance factors into selection.

Changing interests over time pose a dilemma. As research gets underway, natural shifts occur in perspectives, knowledge and passions. Initial spark ideas may lose their luster as realities become clearer. Radical changes partway through risk delaying or complicating a planned timeline. Sticking too rigidly to a topic that no longer truly excites risks compromising motivation as well. Maintaining focus yet allowing natural evolution balances the dynamic nature of discovery with academic deadlines.

Capstone topic selection poses considerable obstacles for students to thoughtfully surmount. Careful consideration of originality, feasibility, advising support, resources, program relevance and evolving interests all weigh heavily in identifying the right path. With persistence through research and creativity, each challenge can be overcome to lay the groundwork for a successful culminating project. Support from mentors helps smooth the process.

WHAT ARE SOME COMMON CHALLENGES THAT STUDENTS FACE WHEN WORKING ON CLOUD COMPUTING CAPSTONE PROJECTS

Leave a reply

One of the biggest challenges that students face is properly scoping the project. Cloud computing is a very broad field that touches on areas like infrastructure as a service, platform as a service, software as a service, and more. Students need to carefully identify the specific problem or application they want to focus on early in the process. Otherwise, there is a risk of the project becoming too broad or ambiguous in scope.

Related to project scoping is effectively managing expectations. Since this is a capstone project, there are expectations that it will demonstrate a high level of technical skills and knowledge. It’s also an academic exercise for students who are still learning. Setting realistic goals and delivering incremental work is important. It’s better to complete a well-designed smaller project than to bite off more than can reasonably be achieved.

Deadlines are also a major challenge. Capstone projects have strict deadline requirements to accommodate things like grading periods or project defenses. Cloud projects often involve Stand-up and configuring new infrastructure, which can be time consuming. Unanticipated complexities or delays accessing resources can cause schedule problems. Students need to plan schedules conservatively and communicate issues promptly.

Finding and accessing appropriate cloud resources within budget constraints can be difficult. Common cloud platforms have free tiers but expensive beyond that. Students need to right-size resources, estimate costs early, and may need to consider alternative free platform options. This requires research and planning that some students underestimate.

Designing for cloud-native principles like scalability, reliability, availability and maintainability is a steep learning curve for many. Students have to think differently than traditional applications, but may lack experience. Iterative development is needed plus guidance on best practices like microservices, immutable infrastructure, devops processes, monitoring etc.

Documentation and non-functional requirements are often given insufficient attention by students new to professional development. Things like security, logging, error handling, testing, deployment pipelines etc. are critical but take effort to implement properly for the cloud. Not fully addressing these can negatively affect grades.

Collaboration in teams can pose coordination and social challenges, especially if working virtually. Some students are not used to Agile methodologies and may struggle with tasks like estimating work, standups, managing dependencies and integrating each member’s work into a cohesive whole. Effective project management is needed.

Accessing cloud platform documentation and support resources varies greatly depending on the particular provider. Navigating and troubleshooting issues with an unfamiliar platform under time pressures is daunting. Important to leverage TAs, professors and user groups for help where possible.

Effective communication and establishing processes for managing expectations, scope, schedules and risks are important for student success. Iterative delivery, focusing on learning objectives over scope, and guidance from experienced faculty are also crucial for overcoming these common challenges. With proper support and realistic goal-setting, cloud capstone projects can still serve as an excellent learning experience despite inherent difficulties. Regular course corrections and adapting to challenges are part of the learning experience too.

While cloud computing capstone projects present exciting learning opportunities for students, they also commonly involve substantial difficulties related to project scoping and management, infrastructure setup, architectural design tradeoffs, collaboration, documentation and accessing support resources – all within the constraints of strict deadlines. With experience, students can overcome many challenges through disciplined processes, effective communication, and support from faculty and cloud providers. But it requires realistic expectations and focusing on incremental progress rather than perfection. With a well-designed plan and openness to course corrections, cloud capstones can succeed despite facing hurdles that are typical for student projects tackling new technologies.