Portfolio Project

Captive Care for Ducklings

Trends and Issues in Instructional Design

Project Proposal

PROJECT TITLE
“Captive Care for Ducklings Online Course” - Fish & Game Approved Education Course for WildCare.

SPONSORING ORGANIZATION
WildCare is a non-profit organization in San Rafael, California and are licensed with California Fish and
Wildlife. Their mission is to advocate for wildlife for a sustainable world. They actively pursue this
mission through nature education, wildlife medicine, advocacy and community outreach. The
organization partners with schools and collaborates with organizations to provide educational programs
and activities. They also provide internships and volunteer opportunities to make a positive difference in
the community (WildCare, 2018).

PROJECT DESCRIPTION
The California Fish and Wildlife requires that all current volunteers at WildCare fulfill at least one course
per year on animal husbandry, health and safety, and/or interpersonal communication skills. These
courses are a way to review, enhance, and safely execute their skills, maintain a healthy work
environment, ensure personal/animal safety, and promote a communicative team spirit. One of these
approved courses is “Captive Care for Ducklings.” All volunteers are expected to take this course because
WildCare administers numerous baby mallard ducklings each baby season. Since the goal of a wildlife
rehabilitation facility is to release ducklings back into their natural habitat, it is essential for all volunteers
to be well-informed and up-to-date on care procedures. The animal’s life depends on it. To ensure that
all volunteers have the opportunity to obtain this important information, developing an online Duckling
Course is needed. Based on these goals, the opportunities of online training include the following:
 Ensures more accessibility to the California Fish and Wildlife content, providing a greater
opportunity for volunteers to meet the annual course requirements
 Improves shift duties and animal care because an asynchronous delivery system allows
volunteers to view the content when it is convenient for them
 Relieves medical staff of the burden of teaching several onsite courses during a time when they
should be putting more attention on medical care.

1
AIM
This online course will provide Continuing WildCare Volunteers with the necessary skills to continue to
perform excellent animal husbandry skills for duckling patients in a safe and effective manner from
intake to release.

TARGET AUDIENCE
The target audience is current male and female volunteers between the ages of 15 and 80 who have
worked a weekly four-hour shift in the bird-room and/or clinic of a wildlife rehabilitation center for at
least one season or more (8 months – 30 years). Their role in the center is important because they
support the ongoing function of the hospital so the medical staff can attend to the animal’s medical
needs. Volunteers vary in skill level, but everyone is responsible for cleaning enclosures and dishes,
preparing specialized diets, and setting up enclosures. More experienced volunteers can assist medical
staff with handling animals or drawing up and administering medications. All continuing volunteers are
required to take one of a series of courses approved by the California Fish and Wildlife Department each
year. These courses provide knowledge and skills on animal husbandry, health and safety, and effective
communication skills so that volunteers can provide safe and effective care hospital’s patients.

DELIVERY OPTIONS
These courses will be delivered online to offer an asynchronous option for WildCare volunteers.

Front-End Analysis: Instructional Need

INSTRUCTIONAL NEED
As a wildlife rehabilitation center, WildCare has always offered California Fish and Wildlife training
courses onsite at their facility. Classes, taught by medical staff or interns, are offered at the beginning of
baby season along with the onboarding of new volunteers, so everyone is expected to have the same
information. This ensures work is performed efficiently, safely, and consistently across all shifts. Due to
limited space, courses are capped at 30 people. Since volunteers come from all over the bay, trainings
are offered on various days/times with the hope that everyone can find a time that works for them.
However, over the past few of years there has been a noticeable drop in attendance in these courses,
especially among continuing volunteers. This drop is attributable to scheduling conflicts, lack of time
outside their shift, and commuting challenges. The animal’s life depends on everyone performing the
proper procedure, and when there are gaps in this knowledge, it impacts workflow, team morale, and
the animal itself. Thus, the need for asynchronous online course exists.

2
 Front-End Analysis: Learner Characteristics
LEARNER ANALYSIS

Primary Audience
 Current male and female volunteers between the ages of 15 and 80 who have worked a
weekly four-hour shift in the bird-room and/or clinic for one season or more (8 months – 30
years).

General Learner Characteristics

 Age: between 15 and 80, with the majority of volunteers between 60-70 years old, followed
by 53 to 61 years old. Only 7% is 15-18 year olds.
 Gender: 80% female, 20% male.
 Ethnicity: 95% Caucasian.
 Education: Ranges from high school to post graduate degrees, 30% have Bachelor Degrees
while 25% have Master’s Degrees.
 Employment Status: Ranges from part-time student to retired, but nearly 50% are retired.
 Time Served: The largest number of volunteers work in the hospital setting and have served
for a range between 6 months to 20+ years, but the largest portion of volunteers have
served 2-5 years or 1 season.
 Location: Have reliable transportation to the facility
 Physical strength: Ability to lift and manage up to 30 pounds
 Health: Have a current tetanus shot, a rabies vaccine (optional), not be pregnant or have a
compromised immune system

Entry Characteristics
 All volunteers must have taken the 12-hour hands-on onboarding training courses that are
offered in the volunteer orientation
 They must have worked a weekly four-hour shift within the past two-years.
 They have worked through at least one baby season of 8-9 months duration.
 Seasoned volunteers who need review of new policy or procedural changes, or who are in
supervisory positions (Volunteer Supervisor, Team Leads)
 Volunteers who have had excessive absenteeism on their shift(s).

CONTEXTUAL ANALYSIS

Orienting Context
 Student Goals: All volunteers must take the Duckling Course to fulfill their California Fish and
Wildlife requirement and be up-to-date on procedures.
 Perception of Instruction: Most volunteers recognize that the course will provide information
that will ultimately improve performance on their shift, improve the consistency of performance
across all shifts, and improve their ability to recognize when medical intervention is needed.
 Perception of Accountability: Volunteers recognize the need to partake in the class to fulfill their
annual Fish and Wildlife requirement and stay current on procedures.

3
  Potential Misconceptions: Newer volunteers may be eager to take courses because they feel
they can learn a new skill and/or learn more about a common/local species. They may not fully
recognize the direct connection between the content and performance on their shift. Seasoned
volunteers may feel that taking a course is unnecessary or will be repetitive because they have
been volunteering for a long time, have taken the course before, or are already in supervisory
roles.

Instructional Context
 The asynchronous online courses will launch at the start of baby season (end of February) and be
available until the ramp up of the season in early May. It will be available 24 hours/7 days a
week.
 Lighting should be according to learner preference, but sufficient for reading, writing, listening,
and computer navigation within the home or other offsite location
 Ambient noise should be minimal to allow for interaction with online content.
 Temperature depends on learner preference, but it should not be so extreme as to interfere with
their interaction of their course content.
 Seating should be according to learner preference, but sufficiently comfortable so they can
access to the course content
 Accommodations should be made by the learner as this course is accessible online and off-site.
 Equipment: Learners will need a working computer or have access to one, access to the Internet,
a work surface, a chair, and access to a web-browser.
 Because this course is online and off-site, learners do not need to arrange transportation.

Technology Inventory
 Learners will need a working computer or have access to one. They should have access to
Internet and basic working knowledge of the web. They should also have access to headphones
or earbuds. They should also have working knowledge of email and downloading different file
formats (PDF, word processing files, PowerPoint files).

Transfer Context
 The online training courses should start a few weeks before the onboarding of new volunteers,
so the current volunteers will be ready to support and assist the new volunteers with the correct
and most up-to-date procedures. The information in the online trainings can be applied
immediately, but it will be the most useful and relevant when the first baby arrives, typically in
March (the start of the baby season). Reinforcement of the information learned is aided by med
staff and the Volunteer Director.

4
 Instructional Impact Based Upon Learner Characteristics
APPLICATION OF LEARNING THEORIES
For my proposed course, the majority of my primary audience is a relatively homogenous group. The
majority are college-educated Caucasian adults who have at least one-year experience volunteering in
the hospital. They are motivated to learn and understand how the course content will help them
perform. I would apply adult learning theory by making the course objectives clear and the course
content well-organized. Because they are busy adults, the online content would be separated into
chunks/modules, so they could move along at their own pace. Since adults are more problem-centered
and have prior experience in the hospital, I would frame content in a way that would ask them to
consider what they already know and to think critically about the content they are learning. To test their
knowledge, I would ask them to consider a situation that poses a potential problem and ask them to
apply the new content in an appropriate way.

APPLICATION OF MOTIVATIONAL THEORIES

Volunteers taking this course are externally motivated to take this course because WildCare requires all
current volunteers to take at least one course per year or lose their active status and the “Captive Care
for Ducklings” course is one of several course options. Volunteers are intrinsically motivated to help
these little birds survive and are interested in learning how this is done. However, the challenge with this
course is that continuing volunteers who have had a range of experience may have varied motivation
levels for taking the course and that poses a challenge. The course needs to be interesting and engaging
enough so all volunteers feel like they have learned something new. James Middleton, Joan Littlefield,
and Rich Lehrer’s model suggests that teaching and learning activities should be both stimulating and
offer students some personal control (Vanderbilt University, 2018). In addition, John Keller’s ARCS Model
of Motivational Design Theory proposes four steps for maintaining motivation during learning: (1)
Attention, (2) Relevance, (3) Confidence, and (4) Satisfaction (Papas, 2015). To arouse and maintain
interest, I plan to use a variety of ways to present materials such as imagery, video clips, as well as mini
lectures. I will also provide case studies and pose questions at various challenge levels so that even the
more advanced volunteer is challenged. New content will be directly related to tasks that they already
perform and be presented in a way that builds upon what they already know. Because content will be
chunked into modules, students can view content in any order and “test out” of skills that they feel
confident in already, giving them a sense of control.

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

While there is seemingly very little diversity in my primary audience, there are some volunteers from
different cultural backgrounds. All volunteers, however, have a good command of English. Some speak
different dialects of English (i.e.: Australian, British) or they are bilingual (i.e.: Spanish, French, Czech).
The nature of this course, however, is directed to English speakers who live in the United States.

5
 Task/Goal/Performance Analysis
GOAL ANALYSIS

Aim Restated: This online course will provide continuing WildCare Volunteers with the necessary skills to
continue perform excellent animal husbandry skills for duckling patients in a safe and effective manner
from intake to release.

Student Goals:

1. To explain the reasons and benefits for employing the hands-off Herd Approach. (cognitive,
comprehension)
2. To identify proper age-appropriate enclosure set up for incubators, brooders, and outside wards.
(cognitive, knowledge)
3. To construct age-appropriate diets while referencing the cage card and menu book. (cognitive,
application)
4. To be able to differentiate common duckling ailments and notify med staff. (cognitive, analysis)
5. To identify proper cleaning and disinfecting procedures to reduce the spread of disease.
(cognitive, knowledge)
6. To identify proper protocol for capturing ducklings in outside wards. (cognitive, knowledge)

TOPIC ANALYSIS

I. Duckling Species Seen at WC

A. Mallard - Anas platyrhynchos platyrhynchos
B. Wood Duck – Aix Sponsa
C. Gadwall – Anas Strepara
D. Identification is important because nutritional requirements vary per species.
II. Characteristics of Ducklings
A. Are social and precocial (independent at birth)
B. should be kept in / treated as groups because if isolated they can become depressed, have a
higher chance of imprinting, have growth issues, be hard to reintroduce to other ducklings, may
not be releasable
C. When ducklings arrive, they are usually in groups
D. A group of ducklings from the same mother is called a “clutch”
E. Many ducklings brought together from different mothers are treated as a “herd”
III. Herd Approach
A. Is a hands-off approach which limits human contact with ducklings and is recommended by
duckling specialists.
B. Use age estimations instead of weight to guide care
C. Hands on evaluation by medical staff or trained volunteer supervisor before new stage
D. Group health notes will be batch entered into database
a. BCS, feet, wings, feather growth, mentation, ambulation, etc.
E. House healthy, orphaned ducklings as groups and not individuals or in mixed species groups in
order to avoid imprinting/habituating of these social animals

6
 F. Each group should have a duckling cage card which states the number of patients in the group,
the patient numbers associated with the group, the current care they require, and descriptors
for age estimation purposes
G. Sick, injured, weak ducklings are banded, separated, and treated individually (med staff
approval)
IV. Intake Procedure
A. First: Take bird(s) to med room - Don’t open container / Don’t peak
B. Second: Alert Med Staff or Supervisor that there are new patient(s)
C. Third: Ask the rescuer (or MHS Officer) to fill out the case information and ask informational
questions.
a. Where were they found?
b. What was their condition?
c. Did you feed them or give them water?
d. Were they caught by cat/dog?
D. Fourth: Report information to med staff.
E. Fifth: Med staff evaluates ducklings health
a. Check the weight of a few of the ducklings to get an approximate range for group
b. Counts the number of ducklings
c. Conducts a brief physical exam as they put them into an ICU at 95F
d. If any ducklings require medications or do not meet the following standards, they are
banded for individualized care:
1. QAR/BAR, age appropriate ambulation, eyes open and bright, no palpable or visible
injuries
F. Sixth: Med staff will inform volunteer of stage and they can prepare food accordingly.
G. Seventh: Refer to duckling’s unique cage card that guides staff and volunteers through their care
based on an estimated age and menu book
V. Duckling Housing Types
A. Incubator - Ducklings 1-3 days old
a. Set to 95 degrees
b. Water tray filled
c. Thin, small towel on bottom
d. Small heavy ceramic water bowl
e. Food Dish
f. ‘Nest’ – small food dish wrapped with towel
g. Close door
h. Only for 1st night, unless medical reason to stay
i. Only if it is a singleton include Feather Duster and well-secured mirror
B. Brooder - Ducklings 4 days to 2 weeks old
a. Wire frame bottom
b. No towels
c. Water tray filled with a stone and just enough to get wet and encourage preening
d. “Nest”
e. Heat lamp over nest (verify wattage, does not emit light)
f. Food trough or small food dish
g. Brooder Cover
h. Towel over half of top - NOT under heat lamp
i. The last 4 days ducklings are inside, the heat lamp is turned off to prepare them for outside
conditions

7
 C. Outside Wards (Follow this order for use)
a. N Wards – 2-5 weeks old to release
1. Pools should be filled level to first step. (Maintenance does this)
2. A ramp out of water to prevent drowning.
3. Concrete covered with ‘daisy matting’
4. ‘Hidey’ box – a carrier lid facing away from entrance for 2-4 week olds
5. 2 - feeding dishes minimum – 1 dish for every 2-3 animals
6. Lettuce should never be chopped up and ALWAYS on the top step
7. Bricks provided for ducklings to hop up to top step, especially if small
b. Peli-Playgrounds – 2 - 5 weeks old to release
1. Floor covered with daisy matting
2. A tub for swimming
3. Brick ‘stairs’ both in & out of the tub.
4. Swim ducklings in their respective groups in a larger, separate tub when cleaning
brooders
5. Window Aviary Setup - 2 to 4 weeks old
6. Daisy Doormat fully covering concrete
7. Water for preening
8. Rock or log in water
9. No ‘hide’ box
10. Drain plug in and tight
VI. Recognizing Duckling Ailments
A. For all ailments, notify med staff
B. Temperature Issues
a. Too Cold (hypothermia)
1. Symptoms - peep frantically; then be quiet, cold to touch, inactive, QAR
2. Causes: lack of waterproofing, wet
3. Treatment: Warm up
4. Use Incubator (set at 100°, Heat Lamp, or Heating Pad)
5. Do not feed or offer water until warmed up and stable.
6. Allow space for duckling to move away from heat if necessary
7. Do not heat too quickly or will overheat
b. Too Hot (hyperthermia)
1. Symptoms - gasping for air, open mouth breathing, body will feel very hot, may hold
wings out from body.
2. Causes: overcrowding or no cool space in enclosure
3. Treatment: Cool Down
4. Use water. Do not put back under a heating apparatus until cooled off. Monitor so that it
does not become too cold
C. Injured/Weak
1. Symptoms: limping, blood, QAR, awkward wing placement, low energy
2. Causes: falling, caught under an object, stuck in between something
3. Treatment: will be banded and placed in separate enclosure with other weak/sick
ducklings because weak/sick animals can cause fratricide. When recovered, introduce
into a herd of other “outcast” ducklings
D. Parasites
a. Symptoms: duckling may appear ill, isolating itself from group, dull eyes, fecal matter may be
green or discolored, smelly

8
 b. Causes: overcrowding, introduced from other sick birds, dirty water, dirty conditions
c. Treatment: Fecal test and if positive medications. Do not introduce untreated ducklings into
herd
E. Imprinting/Habituating
a. Symptoms – too friendly, following you around, fearless
b. Causes: too much human contact
c. Treatment: Prevention: minimize contact, limit handling, don’t talk/peek.
F. Fratricide / Feather Loss
a. Symptoms – Bald patches, Loose feathers, Blood, scabs, or lacerations, feather loss
b. Causes: bullying, feather loss can also be nutritional deficiency
c. Treatment: Will be banded and placed in separate enclosure with other weak/sick ducklings.
When recovered, introduce into a herd of other “outcast” ducklings.
G. Bumblefoot
a. Inflammation causes bacterial infection of the connective tissues of the foot.
b. Symptoms - Initially calluses and hyperplastic tissue on the ball of the foot and/or along the
plantar surfaces of the digits, particularly at the joints; may become large, ulcerated, and
extend into deeper tissue and joints; deep lesions may become infected. May cause
secondary infection, bone damage, and death
c. Causes: Hard and rough surfaces (e.g. concrete), Wet towels, Lack of water for swimming,
Dirty unhygienic conditions, Excess weight.
d. Treatment - Increase coverage daisy doormat; monitor lesions
H. Angel-wing
a. Wing deformity developed during growth. If too severe bird cannot fly, will not be
releasable.
b. Symptoms - one or both wings sticking out from the body.
c. Causes: Excessively fast growth, Overfeeding (level of grain in diet in proportion to lettuce),
Incorrect incubation conditions and/or hatching problems, Mechanical damage to the wing
may be cause or make worse
d. Treatment: Med staff tapes the feathers up to the wing for 3-7 days and/or decrease level of
protein in the diet
I. Waterproofing
a. Must have access to water to encourage preening to distribute oil through feathers.
b. Symptoms of Lack of waterproofing: wet, appear/feels too cold. Will cause hypothermia
c. Treatment: Warm air fan, sunshine, incubator if hypothermic
J. Isolating Ducklings for Treatment
a. Will not gain as much weight/will eat less due to lack of competition/higher chance of
habituating, so add feather-duster and mirrors for company (only when a singleton!)
b. Harder to reintroduce and may become an “outcast”. Create new herd of other “outcasts” of
similar developmental stage
VII. Cleaning Procedures
A. Feather Duster/Mirrors
a. Wash with soap and water
b. Soak 20 min in chlorhexidine solution (follow procedure manual)
B. Incubators - after group moves out
a. With patients
1. Clean daily
2. Move ducklings into another warm incubator if available
3. Clean using water

9
 4. Return patients after set up
b. Between patients
1. Take apart (old style ICUs only)
2. Clean with soap and water
3. Clean air filter
4. Disinfect all surfaces 20 minutes with chlorhexidine solution only (NOT bleach)
5. Clean air filter
6. Clean water / humidity tray
C. Brooders
a. With patients
1. Clean daily
2. Swim ducklings in another covered tub
3. Clean out brooder in caging area
4. Dump food remnants, poop, etc. in colander / bucket next to washing station
5. If same group going back in, can hose out and reuse
b. Between patients
1. Clean and disinfect 20 minutes with bleach or chlorhexidine solution (follow procedure
manual)
D. N Wards (use first)
a. With patients
1. Clean daily
2. Use pool net to fish out any lettuce & debris from the water
3. Take mats to cleaning area. Shake out debris. Sweep debris and add to colander/bucket.
Rinse mats with water. Return immediately to the ward
4. Sweep up lettuce & grain remnants before hosing down
5. Ensure there is enough daisy doormat to cover cement to prevent Bumblefoot
b. Between patients
1. Rinse, sweep
2. If pools are drained, disinfect with bleach solution (follow procedure manual)
c. Pool Cleaning - Staff initiates every 2-3 weeks as needed
1. Use Capture Protocol for N Wards
2. Follow cleaning steps
3. Use only water if patients are returning, disinfect with bleach solution between patients.
E. Peli-Playground (use second)
a. With patients
1. Clean daily
2. Put animals in carrier boxes
3. Clear drain area of any lettuce/grain. Shake mats to free grains & fecal matter.
4. Sweep up excessive grains, lettuce & fecal matter to avoid clogging drain
5. Empty water pool into Peli-Playground drain
6. Thoroughly hose mats, pool, and bricks
7. Hose down walls and underneath mats
8. Replace items
b. Between patients
1. Clean in the same way as normal
2. Disinfect all items with bleach solution (follow procedure manual)
F. Window Aviaries (use as a last resort)
a. With patients

10
 1. Clean daily
2. Put animals in carrier boxes
3. Use pool net to fish lettuce & debris from water
4. Sweep up lettuce & grain remnants before hosing down or draining
5. take mats to cleaning area. Shake mats to free grains & fecal matter
6. return immediately to the enclosure;
7. Pool Cleaning - every 2-3 weeks
8. Put animals in carrier boxes
9. remove drain plug AFTER scooping lettuce & debris from water
10. Be sure drain plug is back firmly in place
11. Return ducklings to aviary
b. Between patients
1. Clean debris as normal
2. Disinfect with bleach solution (follow procedure manual)
VIII. Capture Protocol for N Wards
A. Capturing Ducklings for Pool Maintenance
a. Must have 2-3 people NOT EVER 1 person job
b. Use a net – do not chase ducklings around enclosure (dangerous; slippery)
c. Step 1: Catch all ducklings and put in boxes
1. Number of boxes vary according to number and size of ducklings
d. Step 2: Set up in an enclosure in Ward C until cleaning is finished
1. Provide food and water
e. Step 3: Remove housing items and follow cleaning procedure
f. Step 4: Alert Maintenance that pool can be drained and refilled
g. Step 5: When complete, set up enclosure with clean items for ducklings
h. Step 6: Put ducklings back into N enclosure
i. Step 7: Clean/disinfect cages in Ward C
B. Capturing Ducklings for Release
a. Use capturing protocol
b. If all ducklings are being released inquire with med staff about cleaning/disinfecting
procedure and whether pool will be drained
c. If pool isn’t being drained, you don’t want to bleach enclosure

11
 Instructional Objectives
INSTRUCTIONAL GOAL
The goal of this course is for volunteers to be able to explain the benefits of a hands-off herd approach to
duckling care, identify proper age-appropriate housing, construct proper age-appropriate diets, identify
proper cleaning and capture procedures, and differentiate common duckling ailments. Using this
approach on their shifts will ensure that ducklings can obtain optimal care with minimal human contact
and reduce instances of imprinting and habituating.

TERMINAL OBJECTIVES AND ENABLING OBJECTIVES

Terminal Objective: Volunteers are able to explain the reasons and benefits for employing the hands-off
Herd Approach to duckling care. (cognitive, comprehension)

Enabling Objective:
o To be able to explain through a short answer on a test, that WildCare employs the herd
approach with social and precocial birds because it limits human contact, decreases
their chances of imprinting and habituating and increases their chances for a successful
release. (cognitive)

Terminal Objective: Volunteers are able to identify proper age-appropriate enclosure set up for
incubators, brooders, and outside wards (cognitive, knowledge)

Enabling Objective:
o Given written scenarios and/or imagery and video clips, volunteers can identify proper
age-appropriate enclosure set up of incubators, brooders, and outside wards by
choosing the correct image and/or circling the correct housing type on an end-of-
module test. (cognitive)
o Given written descriptions of unique scenarios in the module presentation and access to
a sample cage card, volunteers list in which enclosure type to use, the items to include,
where to place them, and how to secure any items safely. (cognitive)
o Given a written description of a situation where duckling must be pulled out of a group
due to an illness or injury, list in their notes which enclosure type to use, the items to
include, where to place them, and how to secure items safely. (cognitive)

Terminal Objective: Volunteers are able to construct age-appropriate diets while referencing the cage
card and menu book. (cognitive, application)

Enabling Objective:
o Given descriptions of ducklings at various age groups, volunteers can construct written
descriptions of age-appropriate diets while referencing the cage card and the menu
book on an end-of-module test. (application)
o Given descriptions of various group sizes and ages in the module presentation, access to
a sample duckling cage card, a menu book page, and sample diet record sheet,

12
 volunteers write on the diet record sheet or in their notes, an appropriate menu for the
given group. (cognitive)
o Given a written description of a duckling group that has an excessive amount of leftover
food from the previous day, volunteers refer to the previous diet, the cage card, and a
sample page of menu book to write out a new diet on a sample diet sheet. (cognitive)

Terminal Objective: Volunteers are able to identify proper cleaning and disinfecting procedures to
reduce the spread of disease. (cognitive, knowledge)

Enabling Objective:
o Given written descriptions and imagery, identify the different cleaning and disinfecting
procedures for incubators, brooders, and outside wards both between patients and
when patients are still in care by circling the correct answer on a multiple-choice end-of-
module test. (cognitive)
o Explain that proper cleaning and disinfecting procedures reduce the spread of disease in
an end-of-module test. (cognitive)
o Given visual examples, and oral/written descriptions in the module content, volunteers
choose the correct chemical to use for each type of enclosure and the proper PPE to
wear. (cognitive)

Terminal Objective: Volunteers are able to identify proper protocol for capturing ducklings in outside
wards. (cognitive, knowledge)

Enabling Objective:
o Given a module content presentation that includes oral explanations, text, and imagery,
identify that for safety reasons, no fewer than two people should be involved in catching
birds. (cognitive)
o Given written scenarios and/or imagery and video clips, identify what should be brought
into the wards to capture ducklings (i.e., 1-2 nets, 1-3 boxes lined with towels).
(cognitive)
o Given a module content presentation that includes oral explanations, text, and imagery,
list the steps necessary to catch and relocate ducklings when outside N-ward pools
undergo cleaning. (cognitive)

Terminal Objective: Volunteers are able to differentiate common duckling ailments. (cognitive, analysis)

Enabling Objective:
o Given written descriptions, images, and video clips, volunteers will be able to
differentiate between common duckling ailments and circle the correct response from a
list of ailments on a multiple-choice end-of-module test. (cognitive)
o Given images or video clips of ill and healthy ducklings, volunteers identify the ailment
from a list of common ailments. (cognitive)
o Given a written description or an image of a common ailment (bumblefoot, isolated,
fratricide), explain the enclosure adjustments that would need to occur and be
maintained (more daisy doormat, incubator with feather duster, move to into another
group of outcasts). (cognitive)

13
 Enabling Objectives Matrix & Supporting Content
Title of the unit/module:
Captive Care for Ducklings Online Course: Recognizing Ailments

Target audience:
Current male and female volunteers between the ages of 15 and 80 who have worked a weekly four-
hour shift in the bird-room and/or clinic for one season or more (8+ months).

Terminal Objective:
Volunteers are able to differentiate common duckling ailments. (cognitive, analysis)

Pre-Instructional Strategy:
Overview

Enabling Objective Level on Learner Activity Delivery

Bloom’s Method
Taxonomy
Given written descriptions, cognitive, Learners will master this objective by: e-learning
images, and video clips, analysis presentation
 Correctly matching the symptoms of
volunteers will be able to (self-paced)
the ailment to the name of the
differentiate between common
ailment on an end-of-module
duckling ailments and circle the
multiple-choice test.
correct response from a list of
ailments on a multiple-choice  Correctly matching the ailment to its
end-of-module test. cause end-of-module multiple-
choice test.

Given images or video clips of ill
and healthy ducklings,
volunteers identify the ailment
from a list of common ailments.
cognitive, Learners will master this objective by: e-learning
knowledge presentation
 Correctly identifying the sick or
(self-paced)
injured duckling in a herd and
circling the suspected ailment from a
list of common ailments on an end-
of-module multiple-choice test.

Given a written description or cognitive, Learners will master this objective by: e-learning
an image of a common ailment comprehension presentation
 Writing a short answer response
(Bumblefoot, isolated, (self-paced)
that correctly addresses the given
fratricide), explain the enclosure
situation on an end-of-module test.
adjustments that would need to
occur and be maintained (more
daisy doormat, incubator with
feather duster, move into
another group of outcasts).

14
 References

Mager, Robert F. Preparing instructional objectives: A critical tool in the development of

effective instruction (3rd ed.). Center for Effective Performance.

Morrison, R. G., Ross, M. S., Kalman, H.K., & Kemp, E. J. (2013). Designing effective

instruction (7th ed.). Hoboken, NJ: John Wiley & Sons.

Papas, C. “Instructional Design Models And Theories: Keller’s ARCS Model Of

Motivation,” in eLearning Industries. (2015). Retrieved from

https://elearningindustry.com/arcs-model-of-motivation

Sowash, J. (2009). “Google-Proof Questioning: A New Use for Bloom’s Taxonomy.”

Retreived from http://electriceducator.blogspot.com/2009/11/google-proof-

questioning-new-use-for.html

Vanderbilt University. (2018). Retrieved from https://cft.vanderbilt.edu//cft/guides-sub-

pages/motivating-students/

WildCare. (2018). Retrieved from https://www.discoverwildcare.org/about-us/

15