ID Brief for Interactive eLearning #1

Title or Topic of Module/Lesson: Zoonotic Diseases Definition and Prevention Methods

Date this Design was Created/Modified: February 13, 2017

Last Modified 4/28/2017

Time: 5-10min

General Overview/Need:
As an accredited member of the Association of Zoos and Aquariums, (AZA), the organization
must conduct zoonotic diseases training for employees and volunteers of the husbandry
department (animal care team). A zoonotic disease is a disease spread between animals and
people. Zoonotic diseases can be caused by viruses, bacteria, parasites, and fungi.
The management team has requested a comprehensive, modular training course that will fit
their departments needs in an effort to reduce injuries. The first module is designed as a
general overview of zoonotic diseases and can be used by any department within the
organization to satisfy AZA compliance standards. The module will introduce the definition of a
zoonotic disease and show the proper preventative methods of hand-washing and nitrile glove
use and removal.

Why a computer should teach it: This will be a revised training offering of a course delivered
by the SME. It is compliance training and will be more efficient and effective delivered by a
computer. The current course delivered by the SME with a PowerPoint lecture. It will afford
better imagery and interaction that is contextual to the work setting and will be learner-
controlled. It also allows for assessment, tracking, and reporting which currently does not exist.

Audience/Learners:
The department for which this training is designed curates, maintains, and manages the live
animal collection and has a total of 150 employees and volunteers collectively. This combined
group (referred to as workers, in the rest of the document) requires training on zoonotic
diseases every two years. The department is a homogenous team with similar backgrounds in
biology and marine science, most within the age range of 25-40. The other learner group are
volunteers who represent a more diverse group who range in age from the 20-65 and are more
ethnically diverse. Both employees and volunteers represent a wide range of longevity with the
organization and therefore different levels of technical skills and historic, departmental
knowledge. Workers have varying degrees of comfort with technology which does not
necessarily impact their success with the online learning course but may necessitate higher
levels of support. The organization has shifted to more online training with the rollout of the LMS
and both groups have slowly been exposed to eLearning as a training method. The module
introduces general terms they have been exposed to and demonstrates technical skills for self-
prevention through proper hand-washing techniques and glove removal to prevent disease
transmission.
Technical: No technical requirements are needed for instruction as all elements exist and have
been functioning.

Conditions of Instruction: Learners have access to computers at their workstations and have
accounts within the LMS. Volunteers have access to home computers and mobile devices.

Learning Objectives:
1. Workers will be able to recognize which environmental situations they may come
in contact with zoonotic diseases at the aquarium.

2. Workers will be able to identify the the scientific principle behind proper hand-
washing techniques (dilution).

3. Workers will be able to select the proper order of hand-washing steps while
viewing a narrated video.

4. Workers will be able to identify the definition of a zoonotic disease.

Task Analysis:
1. Review of information from overall zoonotic diseases course to highlight major
theme of prevention methods.
a. Zoonotic disease definition
b. 2 methods of prevention
i. Wear gloves
ii. Hand-washing

1. Performance of proper hand-washing method to prevent zoonotic disease

transmission.
a. Wet hands to just past the wrist.
b. Apply soap and begin to rub hands together vigorously to produce
suds.
c. Scrub all fingers, thumb, palm of hands, back of hands producing
suds in all areas.
d. Rub fingertips of one hand into the palm of the other, and do the
same with the other fingers.
e. Continue scrubbing hands (a good time allotment can be attained
by singing Happy Birthday to Me song, twice).
f. Rinse both hands to completely remove suds.
g. Dry hands.

Practice:
A review question will be available mid-way through the lesson, asking learners
what a zoonotic disease is.
 An interactive hand-washing activity will allow the learner to select the
appropriate steps in the hand-washing method. Upon selection of the correct step, the
video will continue. After each step, an additional review question will be asked.
Learners must answer correctly in order to unlock the next step in the hand-washing
process. Immediate feedback will be delivered for each answer. A first-person view of
hands at a sink with soap and paper towels available will be designed. The learner will
be tasked with washing their hands. To initiate the activity, and to continue along the
steps of the activity, they must answer the assessment questions. When the questions
are finished, and the proper steps in the hand-washing activity have been selected, they
pass the assessment.
Questions within the activity:
1. Using Warm or Cold water?
2. Hand-washing principle
a. Multiple choice: include several
possible reasons for washing hands including the correct answer-
dilution and removal
3. Method for keeping track of 20 second time.

Assessment:
1. Given 4 images from the aquarium, learners will select which ones would be a
risk exposure for zoonotic diseases - Learning Objective #1
2. Given a multiple choice question, learners will select the correct description of
the science principle for hand washing- Learning Objective #2
3. The interactive hand-washing sequence is intended for assessment and will be
captured within SCORM settings. Learning Objective #3
4. Given a multiple choice question, learners will select the best definition of
zoonotic diseases- Learning Objective #4

Instructional/Cognitive Strategies:
Cognitive Learning Theory-
Prior knowledge is used to establish boundary constraints for identifying the similarities
and differences of novel information. Not only must the knowledge itself be stored in memory
but the uses of that knowledge as well. Specific instructional or real world events will trigger
particular responses, but the learner must believe that the knowledge is useful in a given
situation before he will activate it. (Ertmer & Newby, 1993)
Instructional strategies for this product will include relevant
contextual information to reinforce learners conceptual understanding of zoonotic
diseases. Real-world examples will be provided, and visual information will be
included to establish relevance.
Cognitivism, like behaviorism emphasizes the role that environmental conditions play in
facilitating learning. Instructional demonstrations, illustrative examples and matched non-
examples are all considered to be instrumental in guiding student learning. Similarly, emphasis
is placed on the role of practice with corrective feedback. (Ertmer and Newby, 1993)
Task demonstration is included for washing hands. Visual images
included as examples in-context are provided and the assessment will include
 opportunities for practice identifying situations and receive immediate corrective
feedback.
Strategies based in cognitivism center around structuring, organizing and sequencing
information. Examples of these strategies could include outlining, summarizing,
synthesizing and advanced organizers. (Ertmer & Newby, 1993)
An outline of the module will be provided in the introduction.
Information will then be segmented with pre-training of key terminology and
definitions. A summary will be provided as an end segment.

ARCS Motivational Theory-

To be effective, motivational tactics have to support instructional goals. Sometimes the
motivational features can be fun or even entertaining, but unless they engage the learner in the
instructional purpose and content, they will not promote learning. (Keller, 1987).
Motivational tactics are included to grab learners attention by
showing the SME as the spokesperson and model. This individual is well-
respected in the institution and his message of keeping you out of harms way is
meant for gaining attention.
Relevance will be established through contextual scenarios of
real-world examples from their place of employment.
Confidence is inherent as the learners have already participated in
similar training online(but not interactive).
Satisfaction will be established through a certificate/reward/badge

Multimedia Strategies:
Pre-training- defining zoonotic diseases at the beginning of the training module from the SME.
Segmenting- breaking the lesson into parts (definition, context examples, prevention method)
Redundancy- utilizing images and narration without additional on-screen text
Personalization- using a person everyone knows (SME) who is personable on-screen and a role
model. Using casual terms and phrases in feedback and on-screen text.

Special Instructions for Reviewers: This module is part of a larger course that will be
developed which delivers specific content on zoonotic diseases that may be encountered in the
work setting and procedures for work-related tasks involving zoonotic disease potential. This
module is one element of prevention that will be included in the larger zoonotic disease course.
This module will be at the end of the course. Learners will have already received content on:
Zoonotic Diseases- definition
Specific Diseases encountered at the aquarium
- Signs/Symptoms
- Instructions on what to do if infected
Prevention method of using gloves
Identifying areas and situations in the aquarium where one may be exposed

Resources:
Washing hands properly from the CDC
https://www.cdc.gov/cdctv/healthyliving/hygiene/fight-germs-wash-hands.html
This video may be fine, but perhaps creating one specific to the animal industry and
presented by a vet would help maintain relevance and value for the learners.

CDC written document on handwashing.

file:///C:/Users/bfitzgerald/AppData/Roaming/Zotero/Zotero/Profiles/pqidr6lo.default/zotero/stora
ge/MMBVCMGB/when-how-handwashing.html

AZA Guidelines for public contact with animals at zoos or aquariums.

http://www.aazv.org/?181

AZA Safety Guidelines p. 25-30

https://www.aza.org/assets/2332/safety_example_practices_for_aquariums_zoos_2015.pdf

Images:
Images specific to the work setting will need to be taken showing employees handling food
items, preparing food, and handling animals.
http://img.webmd.com/dtmcms/live/webmd/consumer_assets/site_images/articles/health_tools/s
almonella_outbreak_tomatoes_slideshow/istock_photo_of_pet_turtle1.jpg

Images could be included of specific disease symptoms.

Vibrio
http://www.reefdup.com/wp-content/uploads/2013/05/Vibrio_Anthias.jpg
http://bayouwoman.com/wp-content/uploads/2015/07/vibrio.v-2-250x250.jpg

All other image locations and citations are included in the storyboard.

.
References:
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal

of Instructional Development, 10(3), 2 10.

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical

features from an instructional design perspective. Performance Improvement Quarterly, 26(2),

4371.