BIG

DATA FUNDAMENTALS – An Introductory 0

Big Data Fundamentals: An Introductory Course for Big Data and Related Technologies

Brian Brooks, Devorah Akhamzadeh, Seema Khan

CST 499-30_ Directed Group Capstone

Prof. Eric Tao & Prof. Brian Robertson

California State University Monterey Bay

BIG DATA FUNDAMENTALS – An Introductory 1

Table of Contents

Abstract ................................................................................................................................. 2

Introduc0on .......................................................................................................................... 3

Project Goals and Objec0ves ................................................................................................. 5

Background and Environmental Scan ..................................................................................... 6

Stakeholders and Community ............................................................................................... 10

Methodology ........................................................................................................................ 11

Experimental Project and Design .......................................................................................... 12

Design Details ................................................................................................................................ 13

Ethical and Legal Considera0ons ........................................................................................... 14

Project Scope ....................................................................................................................... 15

Timeline ........................................................................................................................................ 15
Project Budget ............................................................................................................................... 16
Resources Needed ......................................................................................................................... 16
Milestones ..................................................................................................................................... 17
Risks and Dependencies................................................................................................................. 17

Final Deliverables ................................................................................................................. 18

Usability Tes0ng and Evalua0on ........................................................................................... 20

Team Members .................................................................................................................... 20

Appendix .............................................................................................................................. 23
Module Evalua0on Form ................................................................................................................ 23

BIG DATA FUNDAMENTALS – An Introductory 2

Abstract

This project is based on the growing industry need of big data skills expected of the

individuals graduating with a Bachelor of Science in Computer science (BSCS) degree. Big data

is a growing field and any BSCS program that is available needs to provide this course as an

option to students to have a complete understanding of the entire landscape of technologies

available for the graduating students. Currently, the courses available do not meet the needs of

BSCS students because of multiple reasons: not design for onlinelearning modality, based on

satndard semester or quarter system, do not take into account the unoque needs of eight week

schedule of working students. As of the cohort, the team did not see any course available to the

students that meets this critical need. This introductory course, “Big Data Fundamentals” that

will meet the needs of the future BSCS online students. It will provide a thorough understanding

of the concepts in the big data field, the technologies used and the skills needed to be successful

in careers in the field.

BIG DATA FUNDAMENTALS – An Introductory 3

Big Data Fundamentals

An Introductory Course for Big Data and Related Technologies

Introduction

Big data is a growing field and it is not a hype or buzzword that is being used to attract

attention by individuals and corporations. Big data has revolutionized our lives in ways

unimaginable and it has also become one of the fastest growing industries across the globe. It

has become one of the most sought-after skill in the high-tech industry. Corporations and

academia are in pursuit of ways to address the need in terms of developing courses, publishing

papers on the latest and the most cutting-edge technology related to the field.

However, before these corporations and academia world focuses on the deep technical

aspects, it is important to educate individuals who are new to the field about the basic concepts

and technologies related to Big Data. Equally important is to educate individuals about the

resources available to learn and practice these skills without getting completely overwhelmed

and unable to venture to take up careers in the field. Given the ubiquitous need of “Big Data”

skills, it is critical that every student enrolled in the undergraduate program related to technical

field whether it be IT or computer science has the course available through the program.

However, before we delve further into what is available and what is not and the quality of

resources available, we need to define “Big Data”. According to Gartner, Big Data is defined as

“high-volume, high-velocity and/or high-variety information assets that demand cost-effective,

innovative forms of information processing that enable enhanced insight, decision making, and
BIG DATA FUNDAMENTALS – An Introductory 4

process automation.” Forbes magazine defines it as “a collection of data from traditional and

digital sources that represent a source for ongoing discovery and analysis”.

Big data is playing a key role in almost every field including healthcare, sports, retail,

entertainment, policy making, business management, social media, etc. Organizations are using

analytics to harness data and using it to identify new opportunities, effective operations, cost

reduction, improve customer satisfaction, etc. Alistair Croll, author of Lean Analytics: Use Data

to Build a Better Startup Faster, refers to Big Data as the new superpower according to his

quote, “With an abundance of information, knowing what to pay attention to is a superpower.”

Clearly, Big Data has become that magical power that is not only at the forefront of all the

industries mentioned but it is also at the forefront of the top ten tech skills in demand.

Bentley University commissioned a study to find which skills are growing in demand

by looking at millions of job listings posted on more than 40,000 online job sites, jobs analytics

firm Burning Glass determined which skills saw the biggest increases in demand when

comparing 2011 to 2015. Based on the information from the study and recent job market

reports, Forbes published a report, Technical Skills with the Biggest Increases in Demand.

According to the report, there will be a 3,977% increase in demand for individuals with

Big Data skills and this was the biggest increase in compared to other technical skills including

programming languages, data analytics and visualization, Apache Hadoop, etc. To be successful

individuals are expected to have a solid grounding in computing science, be comfortable with

numbers, have an in-depth understanding of particular analytic models and algorithms, and

have an overall idea of different big data visualization and analytics tools.
BIG DATA FUNDAMENTALS – An Introductory 5

Given all this information, it is critical that every BSCS program provides a course that

covers all these concepts and is a part of the learning path so that students gain Big Data

knowledge and be well prepared for jobs in this industry.

Our research objective will explore this idea of learning about Big Data technologies

further. We will do further research and examine what options are available to students related

to Big Data related learning and job skills preparation. If so, are these courses and resources

provide the necessary information that will prepare students better for the Big Data and related

jobs. Furthermore, we will explore if these courses are suited and better aligned to the online

learning environment.

After analyzing that information, we will design a “Big Data Fundamentals” course that

will better prepare BSCS students for the Big Data jobs. The final course layout will be

designed keeping in mind the specific needs of the industry and provide BSCS online graduates

with the necessary knowledge, skills, and resources to have successful careers in the Big Data

field. We will also explore ways to ensure that this course allows students to always stay in

sync with the current trends in the Big Data field.

Project Goals and Objectives

The goal as mentioned above is to develop a course called “Big Data Fundamentals”. It is

intended to be an introductory course in the area of Big Data which will cover many concepts.

This course is intended for individuals who are completely new to the field of Big Data. It will

help the learners understand the basics of Big Data field, increase knowledge of the Big Data
BIG DATA FUNDAMENTALS – An Introductory 6

and help learners understand why Big Data has become one of the fastest and most sought-after

skill in many other fields beside technology.

This course will help learners become comfortable with the terminology and the core

concepts behind big data problems, applications, and systems. It will help students understand

how they can apply and use these skills in their current or future career choices.

At the end of this course, learners will be able to:

• Describe the Big Data field with examples of real world big data problems

• Understand the sources of Big data

• Explain the V’s of Big Data

• Understand how to Get value out of Big Data

• Learn about Data Visualization tools

• Learn about programming models used for scalable big data analysis

• Understand aspects of Data management, storage and transfer technologies

• Become familiar with Data protection and distribution philosophies

Background and Environmental Scan

Data analysis has been performed for hundreds of years in the sense that individuals

looked at information, made connections, and arrived at conclusions to meet their needs. These

needs could be to improve their business transactions, manufacturing processes, or create a

service based on the information. The data was collected via feedback, surveys, observation

notes, etc. Businesses have relied on databases, used data collection, and used data analytics

technologies to spot patterns and predict market trends for a long time. Government uses data
BIG DATA FUNDAMENTALS – An Introductory 7

collection and analysis for tax purposes, national census analysis, etc. Since, there are

challenges related to the costs and the process of analyzing and storing such datasets, these data

have been produced in tightly controlled ways using sampling techniques that limit their scope

and size.

However, data industry has transformed drastically in the past decade with the advent of

the big data. The “3 Vs” are the key characteristics that differentiate big data from the data we

knew a decade ago and these are volume, velocity (speed), and variety. Volume refers to the

voluminous data that is generated from various sources. A shopping transaction includes all the

items that an individual bought including details like size, color, etc. This is massive volume

compared to a final sales receipt data that was generated as result of a single transaction.

Another area that has witnessed burgeoning growth is social data and mobile phone data

usage, especially among the teenagers. Velocity refers to the speed at which the data is

generated and analyzed in real time. People are all too familiar with sports statistics that are

generated during each play of a basketball game and displayed in real time. Finally, variability

refers to the variety of data from various sources like data from financial systems, social

networking sites (Facebook, Twitter, etc.).

In the current era of big data and internet of things, for companies like Google and

Facebook “data is the new currency and with the amounts these companies have they could buy

anyone”. Big data is not limited to shopping, entertainment, and sports statistics. It has and can

lead to unimaginable medical breakthroughs that can treat illnesses and help human beings

have a longer and healthier life. With the tools and products available, efforts are underway to

treat human illnesses at the genetic level. The unprecedented growth of companies like Google,

Facebook, and eBay is a testimony that the big data field is poised for continued growth. There
BIG DATA FUNDAMENTALS – An Introductory 8

is a huge need for professionals with big data knowledge who can understand and apply their

skills to create innovative products, services, and tools.

Given all the above background information, it is obvious that all these companies are

looking for developing solutions to address the need and also to educate their employees and

give back to the community in form of open source projects. A number of companies have

developed various solutions using big data and related technologies.

To fully comprehend and appreciate these solutions and services, it is important to

understand a few technical terms (Hadoop, types of data) and historical background related to

the developments in the big data field. Data types refer to three different types of data:

structured, unstructured, and semi-structured data. In very simple terms, structured data is

organized data or information stored according to specific rules and follows a data model like

date stored in relational databases, excel spreadsheets, etc. Semi-structured data is organized

data that may not necessarily follow a specific data model or standards like information written

or stored in a Word document. A collection of facts, random dates are examples of unstructured

data that is basically information that is not stored based on predefined data model or rules.

Hadoop is an open-source infrastructure of distributed file system and a MapReduce

application development framework that provides ability to store and process massive amounts

of data. Currently the most effective programming model to process big data is MapReduce, “a

batch- oriented parallel computing model”.

Internet companies like Google and Facebook developed Hadoop because they realized

that they had petabytes of structured, semi-structured, and unstructured data about their users

and the usage of their products. In order to extract value out of this large amount of data, they

decided to create open source projects that would encourage people to find solutions to this
BIG DATA FUNDAMENTALS – An Introductory 9

problem. Google published academic papers on MapReduce, which defines MapReduce as a

programming model and an associated implementation for processing and generating large data

sets. Yahoo created an open source product, Hadoop, based on information published in

Google’s research papers. Facebook created a product, Hive, which provides a SQL interface

over Hadoop. Hive interprets unstructured data as RDBMS tables, allows developers to write

SQL queries over the data, and translates the queries into MapReduce jobs to produce the

desired results. Many corporations are leading efforts to build big data products and services.

Teradata, IBM Big Data Analytics, Mongo DB, Datastax Big Data, Cloudera, Amazon Web

Services and Splunk are few of the key players in this industry. Each company is focused on

some aspect of big data related technology but none have developed a complete platform for

big data solution. Most of them have been working on one specific aspect of big data and

developing it into a robust product or service. For example, Splunk has spent the last few years

doing research and development in the area of machine data. Their product focuses on

producing real time analytics to identify patterns and trends in the machine data. It works with

Hadoop and NoSQL data for analysis and visualization of data that is unstructured.

Based on our initial scan of available courses, we saw many options available to address

the need of teaching Big Data but each with some shortcomings. Either each course focuses too

deep on one topic or misses out on some key concepts. The courses we reviewed include

courses available on MOOCs like Coursera, Udacity, etc. We also reviewed courses available

on corporate learning websites like Hortonworks, Cloudera, and Simplilearn. Simplilearn has a

large array of technical courses like Hadoop, SAS, Apache Spark, and R. We did not find an

introductory course on Big data. The second option is Cloudera which provides very technical

options like CCP Spark and Hadoop Developer certification but each course is very expensive.
BIG DATA FUNDAMENTALS – An Introductory 10

Hortonworks is another popular name in Big Data but these are expensive and do not have any

accreditation.

Most of the courses available in the academia world are based on quarter system or

semester system. After reviewing multiple courses the key concerns identified were: courses

lacked relevant content, concepts were too technical for beginners, did not provide information

about the latest technology trends, or not meant for the target audience with a varying degree of

background and experiences like most of CSUMB BSCS online students.

Stakeholders and Community

The key stakeholders for who stand to benefit from this project are:

1. BSCS online students

2. BSCS online Faculty

The first target audience for this project are BSCS online students at CSUMB. Most of

the students enrolled in this program are very motivated and looking to learn and acquire skills

in Computer Science that can be very helpful in the real world. This perspective comes from

the fact that majority of them are working full time and have decided to enroll in this program

for multiple reasons:

• Complete unfinished degree

• Change career path

• Grow in current career and BSCS is critical for that

• Extremely motivated
BIG DATA FUNDAMENTALS – An Introductory 11

• Eager to learn and use the learning to be more effective in current job

• Learn about the latest technology

• Acquire skills to stay at the cutting edge of technology

The other key stakeholders for this project are the faculty who are teaching various courses in

the BSCS program. They are always looking for ways to improve the program and also include

courses that help enhance the learning experience and improve job prospects for their

graduates. At a personal level, it will also help the faculty understand what the students need

and how students learn best if they have a course designed by students who have been a target

audience themselves and understand the challenges of online learning environment. Besides

focus on the subject matter, this course will provide the layout for what online students feel is

the optimal model and blueprint of an online course.

Methodology

We will start by collecting information from students and their interests. We will also

gather information from students to develop a baseline of their understanding about the field

and their awareness. The focus will be to understand how well these students understand the

field and if they do, are they aware of resources available, if any, to help them develop the

necessary knowledge and skills in the area.

Based on our personal experience as undergraduate students in the online program and

preliminary inquiry, we learned that individuals feel overwhelmed by the amount of

information available. Often, they need a simple and easy start before delving deeper. Also,

sometimes the information presented in courses is too technical for an introductory course. We
BIG DATA FUNDAMENTALS – An Introductory 12

will collect input from students and also examine data available from various resources to

ensure that these concerns are addresses.

Finally, we plan to connect with industry experts to ensure that we have ongoing input

during the process. This will allow us to stay on track and ensure that all the information we are

collecting and planning to use in designing the proposed course is in sync with the current

trends of the industry. We have also applied for memberships and attending meetups,

conferences related to the field. In some cases, we were unable to get membership, but the

publicly available information provides valuable information to help us guide through the

process. Mostly, we are relying on open source big-data tools to learn and collect information

for our research project like Hadoop, High Performance Computing Cluster (HPCC),

Cassandra, Elasticsearch, etc.

Experimental Project and Design

Although there are many courses available that provide a lot of information and intended

to help learners understand the concepts, none of them is designed specifically for students and

the target audience which has a unique set of requirements and background. Since BSCS course

at CSUMB is on a eight week schedule, it makes it different from quarter or semester system.

The course that we plan to develop will be aligned to the eight-week schedule without

compromising the quality of learning and the intent of achieving the objectives.

At this point it will be more theory and concepts based. However, we will try to provide

some hands-on experience that will be applicable to the course. The goal is to provide enough

exposure to the learners such that they can learn about the field and be able to extend this
BIG DATA FUNDAMENTALS – An Introductory 13

learning on their own. I plan to develop a course that provides the information, tools, and

resources that will help the learners understand about Big Data. It will introduce them to

resources available that they can use to become well versed in the field of Big Data.

Design Details

Since the goal is to ensure that students are able to fully understand the concepts covered in the

designated time of eight weeks, our goal is to pay specific attention to the material covered in

each module and the length of the trimester, which is eight weeks for the online BSCS students.

Also, the goal is to include relevant resources, videos, and resources for hands on activities to

ensure that we address all learning modalities are addressed.

At a high level, the course will be divided into following modules:

Module 1 - What is Big Data?

• Why do we need to learn about Big Data?

• Sources of Big Data

• Characteristics of Big Data

• Dimensions of Scalability

Module 2 - Big Data and Data Science

• The Big Data Platform

• Big Data and Data Science

• Skills for Data Scientists

• The Data Science Process

BIG DATA FUNDAMENTALS – An Introductory 14

Module 3 – Big Data: Systems and Programming

• Introduction to Hadoop Framework

• Understanding MapReduce

Module 4 – Big Data: Advanced Topics

• Data management

• Storage and transfer technologies

• Data protection and distribution philosophies

Ethical and Legal Considerations

At this point, during the production of our project we do not anticipate that we will have to

deal with any ethical or legal issues. Similarly, we do not anticipate any similar issues when the

project is implemented.

However, we do plan to use some resources and technology from open source technology like:

• Hadoop

• Spark

• Databases: MongoDB and Cassandra

Other resources that we will be referring to and including as resources include:

• Videos: YouTube videos, videos available on academic websites like Khan Academy

• Informational Documents

• Images
BIG DATA FUNDAMENTALS – An Introductory 15

• Links to textbooks, etc.

Open source resources have their specific licenses and usage restrictions. To ensure that we

are complying with their usage guidelines, we plan to review those licenses and usage

restrictions to ensure that we meet all the requirements. Also, some of the videos, online content,

images have copyright and permissions guidelines. If and when we use any such resource, we

intend to provide details of the product or service so that when the project is implemented there

are no ethical or legal violations.

Project Scope

Timeline

BIG DATA FUNDAMENTALS TIMELINE

• Research Big Data concepts and related technologies

Week 1
• Reach out to SMEs

• Develop Outline/Modules
Week 2
• Each team member takes ownership of module

• Develop modules FIRST DRAFT

Week 3
• Team meeting: check in/feedback

Week 4 • Deliver SECOND DRAFT

BIG DATA FUNDAMENTALS – An Introductory 16

• Team meeting: check in/feedback

Week 5 • Deliver FINAL DRAFT

Week 6 • Testing/ Updates

Week 7 • Testing/ Updates

Week 8 • Release final version of the course

Project Budget

There is no expected cost since the team will be relying on using open resources and personal

expertise to research and design the modules.

Resources Needed

Main resources needed are as follows:

• Computer (Desktop, Laptop, etc.)

• Internet connection

• Software

o Word Processing software

o Software for playing and editing videos

o Open source software: Hadoop, etc.

BIG DATA FUNDAMENTALS – An Introductory 17

Milestones

Major stages involved toward completion of the project include:

• Designing the outline of the course

• Finalizing number of modules

• Developing an outline for each module

• Research and development of each module

• Develop assessment/quiz for each module

• Include video resources/links for each module

• Include any other online resources (academic papers) for each module

• Send modules to team members for review

• Send modules for QA

Risks and Dependencies

As a team, we do anticipate certain risks and these fall into few categories:

• Time and Availability of team members

o Time related risks due to change in individual’s job scenario

o Individuals availability due to personal situation

• Time and Availability of SMEs

o Since these are busy individuals, we anticipate challenges related

• Collaboration
BIG DATA FUNDAMENTALS – An Introductory 18

o Finding opportunities to collaborate due to varying work schedules of each team

member

• Technical issues/risks

o Unexpected problems related to different software (open source)

One of the challenges has been individual team members’ work schedule and personal

situation. Technical risks include availability of all software, developing activities where we

need open software. Often unexpected issues arise when open source software is involved

because there is no accountability when it comes to bugs etc.

However, as a team we have discussed backup plans where we will modify the modules

to include relevant links and details on how to use the software if we are unable to design the

hands-on experience due to technical or time limitations. Finally, there is always risk of SMEs

being unavailable or lack of availability due to their personal and professional commitments.

Final Deliverables

Final deliverable will be a course in the format that is used by most CSUMB BSCS courses

hosted on iLearn. For each week, there will be a topic and related videos, readings, etc. The

team also intends to include quiz or some form of assessment for each week. As discussed

above, due to time restrictions, we may not have assessment for each module. In that case we

intend to develop a quiz or assessment with key elements that need to be evaluated for that

week. This will allow for the blueprint to develop an assessment. We plan to host it on

Googlesites as of now. The reason being ease of collaboration, cross team review, easy updates,
BIG DATA FUNDAMENTALS – An Introductory 19

availability of history of each document. Overall outline of the course will be four modules

with sub parts.

Module 1 - What is Big Data?

• Why do we need to learn about Big Data?

• Sources of Big Data

• Characteristics of Big Data

• Dimensions of Scalability

Module 2 - Big Data and Data Science

• The Big Data Platform

• Big Data and Data Science

• Skills for Data Scientists

• The Data Science Process

Module 3 – Big Data: Systems and Programming

• Introduction to Hadoop Framework

• Understanding MapReduce

Module 4 – Big Data: Advanced Topics

• Data management

• Storage and transfer technologies

• Data protection and distribution philosophies

BIG DATA FUNDAMENTALS – An Introductory 20

Usability Testing and Evaluation

The team has planned to test the course by sending out links to the available material to the

SMEs, BSCS students at CSUMB and other institutions who may be interested in reviewing the

material.

Overall, the usability and evaluation will be based upon:

• Each team member will be self-reviewing the module he/she develops

• Additional review and feedback from other team members

• Assessment via quizzes at the end of each module

• Reach out to at least 3 BSCS students (past and/or current) to review the course

• Ongoing feedback from Industry Experts, SMEs (as per their availability)

Team Members

The entire team is involved in creating all documents and proposals. Besides that, all

members will be working to design the outline and develop overview of each module. Once

that is complete, each team member will take ownership of the module based on their

individual interest and expertise. Finally, all modules will be put together and all team members

will review the entire course and provide feedback on individual modules, course flow, topic

cohesiveness, etc. The division of labor and roles were evaluated and assigned based on interest

and background in subject matter.

BIG DATA FUNDAMENTALS – An Introductory 21

The team members with their roles and responsibilities are as follows:

• Brian Brooks

o With strong background in industrial big data, Brian will be working on

Advanced topics modules. He will also provide support as an SME since he has

extensive experience working with Industrial data and related technologies. So.

He will be developing module and providing support to other team members.

• Devorah Akhamzadeh

o Devorah has experience in programming and interest in learning new topics. She

is exploring and doing further research on specific topics that would be useful to

add in one of the modules that she plans to develop. She will be available a s

technical resource also in case any help is needed.

• Seema Khan

o Seema has experience in managing course development and will be providing

overall program management expertise. She will also be developing a specific

module and working with all team members to ensure that course development

stays on track and the product is ready on time.

BIG DATA FUNDAMENTALS – An Introductory 22

References

Chaudhuri, S., Dayal, U., & Narasayya, V. (2011). An overview of business intelligence
technology. Communications of the ACM Commun. ACM, 54(8), 88.


Dean, J., & Ghemawat, S. (2008). MapReduce. Communications of the ACM Commun. ACM,
51(1), 107.


Domingos, P. (2012). A few useful things to know about machine learning. Communications of
the ACM Commun. ACM, 55(10), 78.


Lourenço, J. R., Cabral, B., Carreiro, P., Vieira, M., & Bernardino, J. (2015). Choosing the right
NoSQL database for the job: A quality attribute evaluation. Journal of Big Data, 2(1).

Miller, H. J. (2010). The Data Avalanche Is Here. Shouldn’T We Be Digging? Journal of

Regional Science, 50(1), 181-201.


Pybus, J., Cote, M., & Blanke, T. (2015). Hacking the social life of Big Data. Big Data &
Society, 2(2).


Smale, S. (n.d.). The Mathematics of Learning: Dealing With Data. 2005 International
Conference on Neural Networks and Brain.


Teng, P., Li, H., & Zhang, X. (2015). Survey on Visualization Layout for Big Data. Intelligence
Science and Big Data Engineering. Big Data and Machine Learning

Techniques Lecture Notes in Computer Science, 384-394.
Tsai, C., Lai, C., Chao, H., &
Vasilakos, A. V. (2015). Big data analytics: A survey. Journal of Big Data, 2(1).


Wu, X., Zhu, X., Wu, G., & Ding, W. (2014). Data mining with big data. IEEE Trans. Knowl.
Data Eng. IEEE Transactions on Knowledge and Data Engineering, 26(1), 97-107.
BIG DATA FUNDAMENTALS – An Introductory 23

Appendix

Module Evaluation Form

Module/Module Title:

Date:

Below are a series of statements. Please respond by circling the number you feel most reflects
your opinion.

Agree or
Disagree

Neither

Disagree

Disagree
Strongly

Strongly
Agree

Agree
The module fulfilled the objectives 5 4 3 2 1

The module satisfied my own needs and expectations 5 4 3 2 1

The content was presented at a level which could 5 4 3 2 1

readily be understood

There was opportunity for group work 5 4 3 2 1

There was opportunity for individual participation 5 4 3 2 1

The material presented had practical relevance 5 4 3 2 1

The module content built on prior learning and 5 4 3 2 1

experience

I was motivated to learn 5 4 3 2 1

Module videos, handouts & texts helped reinforce 5 4 3 2 1

learning

There was a variety of learning material 5 4 3 2 1

BIG DATA FUNDAMENTALS – An Introductory 24

AddiConal Comments (Please feel free to conCnue comments overleaf)

Which aspects of the module worked well? __________________________________________
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How could the module/module be improved? _________________________________________
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Would you recommend this module to others? If not, please outline your reasons.
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Any other comments, ____________________________________________________________
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Name/Signature: (optional) ________________________________

Thank you for taking the time to complete this form.
Your input is an integral part of improving this module.