Introduction to Big Data

Design Blueprint

Presented to
Eric Tao, PhD
School of Computing and Design
By
Michele Alaniz, Cord Bynum, Jan Clark & Cynthia Sargent
California State University, Monterey Bay
June 26, 2015

Updated June 26, 2015

Project Overview
The team will produce a 30-60 minute introductory module for a 4-unit computer
science class, Introduction to Big Data, which is a new course that the client plans to
offer through CSUMB in spring 2016. The proposed project will meet the clients
expressed need to supplement the CSUMB computer science curriculum with
instruction in this increasingly important, influential, and growing field. The project
will support organizational goals to educate and motivate students to use
innovation to develop solutions to business as well as social problems in ways that
improve lives and support equal access and diversity.
The proposed web-based, interactive training solution will serve to engage students
in an exploration of Big Data through an exciting overview of its growing value and
its many powerful applications and tools. The expected outcomes for the project are
that learners will be able to articulate the potential of Big Data; list major technical
tools and describe their processes; and identify future learning paths to pursue Big
Data as a career. The team will measure success for the project through assessments
of these projected learner outcomes, as well as measures of engagement and
interest among users in enrolling in the full 4-unit Introduction to Big Data course
and/or pursuing Big Data as a career.

Background
This project represents the initial stage of the clients efforts to implement a full 4unit, semester-length class about Big Data via the computer science program at
CSUMB. The clients goal is to offer the course in a MOOC format that provides nonCSUMB learners an opportunity to participate. The limited scope of this particular
project has been determined by the schedule and objectives of the CSUMB IST 626
Advanced Instructional Design course. This product will serve as an exciting and
engaging introduction to Big Data that compels students to learn more - ideally by
enrolling in the projected full-length Introduction to Big Data course. Thus, a
primary challenge for this product will be to balance time and resource constraints
with a desire to develop an engaging multimedia-rich module - one that combines a
compelling narrative thrust with instruction in technical tools and processes, and
with application not only for business but also for social wellbeing.

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Goals
Organizational Goals
Educate students in Big Data as a powerful problem-solving tool to support business
and society.
Create an engaging entry point in the study of Big Data that motivates learners to
continue with a career in this growing field.
Promote CSUMB as a center for innovation and global-minded, big-picture thinking
and problem solving
Learner Goals
1. Students will be able to articulate the potential of Big Data as a tool to solve
problems and improve processes to benefit business and society
2. Students will be able to list major technical tools used in Big Data
3. Students will be able to describe the basic process of using Big Data tools,
including how to collect, organize, analyze, and present data
4. Students will extend their learning beyond the introductory module and
participate in future learning paths to pursue interests or careers in Big Data

Audience Analysis
Learners
The primary audience for this product will be students in the CSUMB computer
science program. The course will also be open to CSUMB students in other programs
such as business. Following the clients intentions, the course will be offered as a
MOOC to any interested learners, including students at other schools as well as
working professionals. The client anticipates that learners who choose this topic of
study will have a technical background, or at least a high interest in technical
subjects such as databases and programming. The learners are motivated to learn
about the topic due to either an interest in a career in the field or interest in using
Big Data to help them be successful in their business endeavors.

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Content Analysis
Given the introductory purpose of this module, the primary content type will be
declarative knowledge. However, the course will also teach concepts and
procedures. Elements of the instructional activities for each of these content types
will also address learning objectives for attitudes. (See the Design section for
activity descriptions.) The content is organized by content type below and also
cross-referenced to the terminal learning objectives (LO) listed in the Learner
Goals section.
Declarative Knowledge
The concept of Big Data (LO1)
i.e., definition and simple explanation
Examples of how businesses can use Big Data to make decisions (LO1)
Macys: modify prices overnight in relation to consumer behavior
Examples of how organizations can use Big Data to address social issues
(LO1)
DoD soldier suicide prevention: monitor outgoing conversations (with
consent) and provide help if exhibiting warning signs
Disease control: Google searches allow us to predict where the next
flu outbreak will be
The terminology of Big Data (LO2/LO3)
Buzzwords
Examples: scrubbing, aggregation, data mining, clustering
analysis, regression analysis, etc.
Examples of future career options related to expertise in Big Data (LO4)
Business/commercial: marketing, business development, etc.
Social: education, health care, development, etc.
Concepts
Types of tools used for Big Data (LO2/LO3)
Hadoop
Open-source, widely accepted tool that is fairly user-friendly
R
A scripting language that can be used to manipulate large
amounts of data
Usable by non-programmers
Python
Generic programming language that can be used to write
programs to solve Big Data problems
The potential of Big Data: pros and cons (LO1)

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The computers ability to react faster than humans is both a tool and a
concern
Privacy concerns vs. communal benefits and/or other outcomes
Huge potential for education and medicine
Government surveillance/Patriot Act
Procedures
The Big Data process (LO3)
Collect
The prevalence of sensors, cell phones, and other intelligent
devices allows for the collection of data from nearly every
aspect of daily life
Three primary companies for Big Data collection: Oracle,
Microsoft (MySQL) and IBM (DB3)
One must validate the data that interacts with a sensor or
website
Server collects data and does initial cleaning (or throws
it out), then puts it into a file or a database
90% of data is useless or has a lot of errors, but we
dont know what that is, so the data is retained
Example: a cell phone collects metadata passing through every
cell tower: every phone call, every text
Organize
Data comes in many forms and a tool is needed to organize the
collected data in a way that makes it usable for analysis
Data has properties that are used to organize it (e.g., metadata
tags)
Data on a single machine is slow to collect and process;
distributing data and organizing it on many machines makes it
faster and available almost immediately (real-time)
Programmers write scripts to organize and scrub the data for
errors
Analyze
Coding languages (C++, Python, etc.) are used to create
algorithms to search the big data sources and find trends, or
other relevant information
This process is different from using traditional algorithms
Present
Identifying trends in the final output
The visualization of data in interactive forms help decisionmakers make sense of the data and utilize it

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Attitudes
Learner engagement in Big Data (LO4)
Choose Big Data as an opportunity to:
work in a growth industry
develop a lucrative career
engage in real-world problem solving
improve lives and processes

Learning Objectives
1.

Students will be able to articulate the potential of Big Data as a tool to solve
problems and improve processes to benefit business and society
1.1.
1.2.
1.3.

2.

Students will be able to list major technical tools used in Big Data
2.1.
2.2.

3.

While reading a list of statements about Big Data, the MOOC student
will be able to differentiate the true statements from the false
statements with 80% accuracy.
Given a list of business issues, MOOC students will be able to correctly
identify decisions that could be assisted by Big Data with 80% accuracy.
Given a list of social issues, MOOC students will be able to correctly
identify decisions that could be assisted by Big Data with 80% accuracy.

When presented with a series of true/false statements or definitions

regarding technical tools the MOOC student will be able to correctly
identify if a tool is used with Big Data 80% of the time.
When presented with a set of scenarios and a list of the tool names,
MOOC students will be able to match the scenario and user type to the
tool needed 80% of the time.

Students will be able to describe the basic process of using Big Data tools,
including how to collect, organize, analyze, and present data
3.1.
3.2.

When presented with a list of steps in the process of collecting Big Data,
the MOOC student will be able to put the steps in the correct order
within 60 seconds.
After reading a series of statements about the Patriot Act, the MOOC
learner will be able to differentiate between the statements that apply
to Big Data and the statements that are not relevant with 80%
accuracy.

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3.3.

3.4.
3.5.

3.6.

3.7.

4.

After reading a scenario of how individual data is being used in Big

Data, the Big Data learner will be able to determine if privacy issues are
at stake in accordance with the Family Education Rights and Privacy
Act (FERPA).
When presented with possible definitions for scrubbing, the Big Data
learner will be able to select the closest definition to how scrubbing is
used in Big Data according to the Mayer-Schonberger book.
Given a list of data collected by a large organization like Facebook, the
Big Data student will be able to indicate which data points are used for
generalized data and which data remains private to the individual with
80% accuracy.
When asked about the analysis step of Big Data, the Big Data student
will be able to match the type of user (programmer or scientist) to the
technology they will likely use for analysis (R-Hadoop or Python) within
1 minute.
When presented with a list of why Big Data is presented in an
interactive format, the Big Data student will be able to select the correct
reasons for making the data interactive 80% of the time.

Students will extend their learning beyond the introductory module and
participate in future learning paths to pursue interests or careers in Big Data
4.1.
4.2.
4.3.
4.4.

Given a list of statements about careers in Big Data, the MOOC learner
will be able to determine which are true and which are false with 80%
accuracy.
From a list of courses, the MOOC learner will be able to select the 4 core
courses that a person pursuing a data science path should take within 1
minute.
From a list of courses, the MOOC learner will be able to select the 4 core
courses that a business person should take within 1 minute.
Given a list of ways to gain experience in Big Data, the MOOC learner
will be able to select all options that are viable with 80% accuracy.

Evaluation Strategy
The limited production timeline poses significant constraints for product evaluation
within the scope of the development teams activities. The evaluation plan therefore
remains tentative and speculative. While the team proposes a formative assessment

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plan, the timeline will most likely not allow for evaluation in this area. The focus will
be on summative assessment as it relates to the learning objectives.
If the schedule allowed, the team would like to conduct a minimum of one usability
testing session with 4-5 participants, ideally current students in the computer
science program at CSUMB. Such a test would evaluate for navigability and
functionality of the Moodle interface and the instructional learning modules, as well
as for structure, clarity, user engagement, use value, and more.
In regard to summative testing, the performance for this training module will be
measured through an electronically delivered test designed to reflect the learning
objectives. Since the primary purpose of the assessment is reinforcement, the
learner will be allowed two attempts at the assessment(s) included in the
introductory module. In line with the MOOC format, the team will design most
assessment questions to be assessed via the computer; some questions may be
designed to allow for peer feedback/assessment, following the clients wishes.
Sample test questions include:
Big Data and privacy issues
A Big Data company wants to use a universitys data including student ID numbers
to assess fitness of college students. This is a potential privacy violation according
to:
a) FERPA
b) HIPPA
c) Patriot Act
d) Freedom Act
Tools for Big Data analysis
A Big Pharma scientist with no programming experience would like to use Big Data
to assess pharmaceutical prescription trends.
A computer programmer for the California Department of Transportation is looking
to write a script to analyze data collected from tollway sensors.
Match each Big Data user to the Big Data tool that would work best for them.
R-Hadoop (match to Big Pharma scientist)
Python (match to computer programmer)

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Making Big Data work for you

Youve learned how Big Data can use the byte-sized information thats all around us
to ask big questions and solve big problems.
Write a 1-2 paragraph reflection on how you could use Big Data to bring change to
your own career or field. Think productive but disruptive!
Next, respond to the posts of two of your peers. Do you have ideas for how they can
make Big Data work in their chosen pursuits? Build on/respond to their creativity.

Design
Agenda and Teaching/Learning Activity Descriptions
Given that the major goal of this introductory module is to motivate further
learning, the design strategy follows Kellers ARCS model for motivation. ARCS is an
acronym for attention, relevance, confidence, and satisfaction.
Another, related theory applied in this project is Social Learning Theory, as
developed by Albert Bandura. Social learning theory is best known for what its
name implieslearning from others through observation and modeling (Morrison,
Ross & Kemp, 2013, p.14). Bandura proposed that there are four phases to learning
through an observational format: attention, retention, production, and motivation.
Bandura also addressed the ideas of self-efficacy and self-regulated learning, two
characteristics that should be developed or supported via the module to help ensure
that the users follow a learning path related to Big Data upon completion of the
course.
Introduction to Big Data (15-20 minutes, focuses on LO1 / LO2)
These activities fulfill the attention and relevance components of the ARCS
motivation model. They also engage the students in social learning.
Part I (Declarative Knowledge)
The team will create a set the scene activity, such as a guided-tour type of scenario
following a person through their day as Big Data is collected from their activities
and interactions. Teaching/learning activities to accompany the set the scene
activity may include:
Engaging video or interactive learning module that describes CSUMBs
partnership with the Department of Defense to prevent soldier suicides as a
topic to grab learners attention

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Discussion forum question(s) to promote feelings of relevance and have the

learners apply, reflect, or elaborate on the information and examples
presented
A glossary of Big Data buzzwords that users create collaboratively within
Moodle
A quiz to help learners assess their pre-existing knowledge about Big Data
Part II (Declarative Knowledge & Concepts)
The team will produce an interactive learning module to guide learners to expand
and generalize from the attention-getting examples to other examples as well as
deepen their knowledge of Big Datas potential, limitations, and tools.
Teaching/learning activities embedded within the module (or accompanying the
module) may include:
Videos
Infographics
Links to readings (for the Patriot Act and FERPA, for example)
Additions to the collaborative buzzword glossary
Formative (practice) quizzes with corrective, explanatory feedback so
learners can learn from their mistakes
Interactive toolbox containing the main tools of Big Data
Big Data: How it Works (20-30 minutes, focuses on LO2/ LO3)

These activities fulfill the confidence and satisfaction components of the ARCS
model. They also borrow from Merrills First Principles of Instruction, a model in
which learning centers around a task or problem and the instruction is designed to
include four phases: activation, demonstration, application, and integration.
The team will create a scenario-based ILM (or a series of 2-3 short ILMs) that
describes and demonstrates a Big Data problem and allows for some application on
the part of the learner to solve it. The learner will review Big Data tools and develop
a deeper understanding of their purpose/usage and the four phases of using Big
Data to solve problems. Teaching/learning activities embedded within the module
(or accompanying the module) may include:
Videos
Simulations of the tools followed by you practice activities
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Interactive activities that tie each step of the Big Data process to a task
students are already familiar with (such as Excel or Google forms) as an
analogy
Job aid
Practice activities with corrective and explanatory feedback, such as
matching exercises
A summative assessment
Learning Paths for Careers in Big Data (10 minutes, focuses on LO4)

The team will create a branched module that allows students to get an overview of
the respective business and computer science approaches to Big Data. The learner
will choose one or both presentations on how they can use Big Data in their area of
interest.
Teaching/learning activities may include:
Engaging video or interactive learning module
Interactive rollover presentation
Job Aid or worksheet to help create an Individualized Learning Plan

Development Notes
Deliverables
A set of web-based interactive learning activities, approximately 30 to 60
minutes in total length, delivered via a Moodle learning platform. Instruction
will include a variety of multimedia, including interactive learning modules,
as well as assessments. Learners will be encouraged to complete the entire
module to receive a certificate of completion.
Videos
Interactive learning modules (Captivate)
Visual aids such as infographics or animations
Links to resources to provide additional support or to extend learning
Note: All production files, original media files, and a complete reference
citation list for other media will be provided to the client for future course
development.

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Project Resources
Subject matter experts (SMEs):
Dr. Eric Tao
Dr. Glenn Burns
Resources:
Mayer-Schonberger, M., & Cukier, K. (2013). Big data: A revolution that will
change how we live, work, and think. Boston: Houghton Mifflin Harcourt.
Sinha, S. (2014). Making big data work for your business: A guide to effective
big data analytics. Birmingham, UK: Packt Publishing.
Suggested Tools:
Adobe Captivate 8
Camtasia, iMovie, or other video editing software
LMS infrastructure for course hosting
Logistical Considerations
All deliverables are due by 7/28
Production schedule established by IST 626 course schedule: relatively short
timeline for development and testing
Availability of time and participants for usability testing to be determined
iLearn shell to be provided by CSUMB IT department
Learners and testers will need access to computers with Internet
SME will be unavailable during 1 week of the project

Implementation Notes
Delivery and Administration
The development team for this project will deliver the prototype to the client upon
completion of the production schedule. As is currently planned, the client and/or
other faculty in the CSUMB computer science program will build upon the
introductory prototype to develop the full 4-unit course to be administered and
delivered via the university. If desired, the client and fellow CSUMB faculty will also
be responsible for delivering the prototype as a stand-alone product.

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Project Schedule
Timeline
Week

Date

Milestone

Comments

6/9/2015

Project Definition submitted to

client for review

Client to provide
feedback by 6/14

6/17/2015

Complete content and task

analyses and finalize learning
objectives

Client (and other

SMEs) to provide
requested content
and demonstrations
of tasks

6/26/2015

Design Document submitted to

client for review

Client to provide
feedback by 6/28

6/24/2015

Begin storyboards and/or draft

materials

Submit by 7/14

7/7/2015

Submit developing storyboard and

some draft materials to client for
feedback

Client to provide
feedback by 7/9

7/14/2015

Final Storyboard submitted to

client

Client signs off on

storyboard by 7/17

7/21/2015

Usability testing TBD

TBD

10

7/25/2015

Usability testing completed

Team compiles
report

10

7/28/2015

Product delivered to the client with Client to provide

a report of findings from usability
feedback
testing

Big Data Blueprint Contributors

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Role

Name

Title

Instructional Designer

Cynthia Sargent

MIST student

Project Manager

Michele Alaniz

MIST student

Visual Design
Lead/Developer

Cord Bynum

MIST student

System Architect/Client
Liaison

Jan Clark

MIST student

Client

Dr. Eric Tao

Professor, School of
Computing and Design

Subject-Matter Expert

Dr. Eric Tao

Professor, School of
Computing and Design

Budget
At this time, we anticipate $0 in costs to develop this training. The team will develop
a budget if project costs arise.

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Critical Success Factors

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Project Scope
The design and development period is very short and the project scope needs to be
maintained to what is feasible for this period. It cannot evolve into a longer training
solution than originally defined.
Content
The design team will depend heavily on one or more SMEs to obtain a clear
understanding of the content and tasks of the learning objectives. Clear
documentation of content and SME availability for demonstrating tasks will be
important to success.
Delivery
The project team will rely on expertise in the CSUMB IT department to help finalize
delivery of the product in the agreed upon environment (Moodle).
Client Involvement
Since the client is the main SME he plays a critical role in the design teams access to
the relevant content and tools the learners need to master. Additionally, the
compressed design and development timeline require his timely feedback of
documents and storyboards.

References
Morrison, G.R., Ross, S.M., Kalman, H.K., Kemp, J.E. (2013). Designing effective
instruction. Hoboken, NJ: John Wiley & Sons.

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