Design  Document  for  

WildCare’s  Captive  Care  for  Ducklings  Online  Course  

By  Amy  Shipley  
 
The  course  presented  here,  Captive  Care  for  Ducklings,  is  one  of  a  series  of  asynchronous  
Purpose  of  the  
online,  self-­‐paced,  stand-­‐alone  courses  for  WildCare  volunteers.  This  course  is  designed  to  
Course  
review  the  care  requirements  for  ducklings  at  the  start  of  each  baby  season  and  is  one  of  
several  course  options  that  helps  continuing  volunteers  meet  their  annual  Fish  and  Wildlife  
course  requirement.  At  the  beginning  of  each  baby  season,  WildCare  offers  this  mainstay  
course  onsite,  but  it  has  become  increasingly  difficult  for  volunteers,  especially  continuing  
volunteers,  to  take  these  courses.  Due  to  scheduling  conflicts,  lack  of  extra  time,  and  
commuting  challenges,  continuing  volunteers’  attendance  has  dropped  significantly  in  all  
required  courses.  Continuing  volunteers  who  need  to  review  policy  and  procedures,  who  are  
in  supervisory  positions  and  need  to  level-­‐up  their  observation  skills,  or  who  have  had  
excessive  absenteeism  on  their  shift(s)  must  be  able  to  get  the  information  they  need  in  a  
way  that  honors  their  different  experience  levels.  Thus,  there  is  a  need  to  transition  this  
important  class,  Captive  Care  for  Ducklings,  to  an  asynchronous  online  format.  
 
The  target  audience  for  this  course  is  the  continuing  WildCare  volunteer;  however,  new  
Audience  
volunteers  would  also  benefit  from  this  course.  Continuing  volunteers  have  taken  the  12-­‐
Description  
hour  hands-­‐on  onboarding  training  courses  onsite,  met  the  required  health  and  strength  
protocols,  and  worked  a  weekly  four-­‐hour  shift  for  one  season  or  more.  Their  age  and  skill  
levels  are  diverse:  
•   males  (20%)  and  females  (80%)  between  the  ages  of  15  and  80  and  95%  Caucasian  
•   education  ranges  from  high  school  to  post  graduate  degrees  
•   employment  ranges  from  part-­‐time  student  to  retired  
•   primarily  have  served  in  the  hospital  setting  for  6  months  to  30+  years  
 
Major  Course   TO1:  Given  information  about  duckling  behavior  inside  and  outside  of  the  hospital  setting,  
Objectives   learners  will  explain  the  reasons  and  benefits  for  employing  the  Hands-­‐off  Herd  Approach.  
(Terminal)  
TO2:  Given  a  cage  card  and  written  or  visual  scenarios,  learners  will  recall  cleaning  procedure  
and  identify  proper  age-­‐appropriate  enclosure  set  up  for  incubators,  brooders,  and  outside  
wards.    
w
TO3:  Given  written  or  visual  scenarios,  learners  will  construct  age-­‐
i appropriate  diets  while  
referencing  the  cage  card,  page  from  menu  book,  and  the  diet  chart.  
t
h
TO4:  Given  written  or  visual  scenarios,  learners  will  identify  proper  protocol  for  capturing  
ducklings  in  outside  wards  for  release  or  pool  cleaning.  
TO5:  Given  written  or  visual  scenarios,  learners  will  differentiate  common  duckling  ailments.  

CBTDesignDocRevised_AmyShipley.docx 1 6/20/2018
Course  Enabling   EO:  Learners  will  be  able  to  list  the  reasons  for  grouping  healthy,  orphaned  ducklings  in  
Objectives     same-­‐species  groups.  
EO:  Learners  will  be  able  to  list  the  problems  associated  with  isolating  ducklings.  
EO:  Learners  will  be  able  to  explain  what  will  happen  to  ducklings  if  they  have  too  much  
human  interaction.  
EO:  Learners  will  be  able  to  explain  what  will  happen  to  ducklings  if  imprinted  or  habituated  
to  humans.  
EO:  Learners  will  be  able  to  identify  behaviors  considered  to  be  “human  interaction”.  
EO:  Learners  will  be  able  to  recall  procedure  for  cleaning  and  setting  up  incubators,  
brooders,  and  outside  wards.  
EO:  Learners  will  be  able  to  reference  the  duckling  chart  and  group  cage  card  to  determine  
the  appropriate  enclosure  for  a  given  group  of  ducklings  and  identify  the  date  of  movement  
to  next  stage.  
EO:  Learners  will  be  able  to  choose  items  to  include  in  various  enclosures  and  where/how  to  
place  them  securely  for  duckling  groups  of  varies  sizes,  and  ill  singletons.  
EO:  Learners  will  be  able  to  identify  whether  or  not  a  group  of  ducklings  in  a  brooder  should  
have  a  heat  lamp  on  or  not.    
EO:  Learners  will  be  able  to  identify  which  outside  wards  to  use  first  and  which  to  use  a  last  
resort.  
EO:  Learners  will  be  able  to  state  that  movement  to  the  next  stage  is  determined  after  a  
hands-­‐on  exam  by  med  staff  or  volunteer  supervisor.  
EO:  Learners  will  be  able  to  differentiate  the  cleaning  and  disinfecting  procedures  when  
housing  is  occupied  vs.  between  patients  and  identify  the  correct  chemical  to  use  for  
enclosures.  
EO:  Learners  will  be  able  to  write  a  menu  for  a  given  number  of  ducklings  while  referencing  
the  cage  card,  any  previous  feedings,  and  the  duckling  menu  page.  
EO:  Learners  will  be  able  to  write  a  new  menu  based  on  an  examination  of  an  excessive  
amount  of  leftover  food.  
EO:  Learners  will  be  able  to  write  a  new  menu  based  on  an  examination  that  all  food  has  
been  eaten.  
EO:  Learners  will  be  able  to  identify  that  for  safety  reasons,  no  fewer  than  two  people  
should  be  involved  in  catching  birds.  
EO:  Learners  will  be  able  to  identify  items  needed  for  capturing  ducklings  in  outside  wards.  
EO:  Learners  will  be  able  to  identify  the  steps  necessary  to  catch  and  relocate  ducklings  
when  outside  N-­‐ward  pools  when  pools  need  cleaning.  
 
EO:  Learners  will  be  able  to  identify  the  duckling  ailment  from  a  list  of  common  ailments.  
EO:  Learners  will  be  able  to  explain  the  enclosure  adjustments  that  need  to  occur  and  be  
maintained  for  a  given  ailment.  [revised  due  to  fact  these  two  ailments  work  together]  
EO:  Learners  will  be  able  to  identify  the  duckling  ailment  from  a  list  of  common  ailments  and  
enclosure  adjustments  that  need  to  occur  and  be  maintained  for  a  given  ailment.  
 
RLO  Enabling   TO5:      
Objective   EO1:  Learners  will  be  able  to  identify  the  duckling  ailment  from  a  list  of  common  ailments                      
EO2:  Learners  will  be  able  to  explain  the  enclosure  adjustments  that  need  to  occur  and  be  
maintained  for  a  given  ailment.  

CBTDesignDocRevised_AmyShipley.docx 2 6/20/2018
 My  goals  with  student  assessment  is  threefold.    
Learning  
Assessment  for   •   First,  volunteers  should  be  able  to  monitor  their  own  learning.  Thus,  they  will  take  short  
Course   quizzes  embedded  in  the  lessons  so  the  lesson  itself  serves  as  formative  feedback.    
•   Second,  volunteers  will  also  be  able  to  measure  their  progress  by  taking  a  short  quiz  at  
the  end  of  each  module  and  receive  additional  formative  feedback.    
•   Third,  at  the  end  of  the  course,  there  will  be  a  summative  assessment  where  volunteers  
can  show  they  have  met  the  course  objectives.  This  assessment  will  provide  feedback  
and/or  options  to  review  sections.  Passing  this  exam  will  also  prove  that  the  volunteer  
has  taken  their  annual  Fish  and  Wildlife  course  requirement.  Ideally,  I’d  like  the  learner  
to  be  able  to  receive  some  kind  of  internal  certification  (e-­‐badge?),  but  I’m  unsure  how  
that  could  work  at  this  time.  
Learning   There  will  be  three  types  of  assessments  for  this  RLO:  
Assessment  for  
1.   Three  ponder  questions  within  the  body  of  the  lecture.  These  questions  serve  to  activate  
RLO  
prior  background  knowledge  about  working  with  ducklings  and  introduce  the  content  in  
a  thoughtful  way.  One  of  these  questions  is  turned  into  a  knowledge  check  to  assess  who  
to  contact  if  a  duckling  is  sick  or  injured.  
2.   An  end-­‐of-­‐presentation  knowledge  check  (mastery  quiz).  Leaners  will  do  a  matching  
activity  where  they  identify  the  ailment  from  a  written  description  of  symptoms.  They  
can  have  unlimited  attempts  until  the  correct  response  is  reached,  but  after  3  attempts  
until  they  will  be  asked  if  they  want  to  review  the  content  then  continue  back  to  the  
quiz.  
3.   An  end-­‐of-­‐module  summative  assessment.  Three  problem-­‐based  situations  are  given  
where  the  learner  must  identify  the  correct  ailment  and  any  enclosure  adjustments  
needed  in  a  choose  one  or  choose  multiple  multiple-­‐choice  question  type.  They  can  have  
unlimited  attempts  until  the  correct  response  is  reached,  or  until  they  choose  to  view  
the  answers.  This  was  modified  slightly  in  development  due  to  some  software  glitches.  

Instructional   Course  will  be  on  the  Thinkific  course  platform.  The  course  itself  asynchronous,  online,  self-­‐
Delivery  method   paced,  and  stand-­‐alone.    This  may  need  to  be  modified  if  this  course  is  to  be  implemented  
for  Course   because  the  Thinkific  only  hosts  Articulate  projects  under  certain  conditions.    
(overall)  

Instructional   The  instructional  strategy  for  this  RLO  will  be  direct  instruction.  It  will  be  composed  primarily  
Strategy  for  RLO   lecture.  There  will  be  narrative  accompanying  each  slide  describing  the  symptoms  and  
causes  of  duckling  ailments  as  well  as  the  continued  care  responsibilities  are  for  med  staff  
and  volunteers.  There  will  also  be  elements  of  experiential  learning  integrated  in  the  
assessments  as  well  as  interactivity  in  some  of  the  imagery.      
The  RLO  will  include  the  following  forms  of  media:  
Media  
•   Text  
•   Graphics:  photographs  of  ducklings,  but  illustrations  of  people  
•   Video:  maybe  short  video  clips  
•   Audio  narrative  /  bird  sound  

CBTDesignDocRevised_AmyShipley.docx 3 6/20/2018
 The  following  Section  508  Accommodations  will  be  provided:  
508  
Accommodations   •   Transcript  for  entire  RLO  will  be  provided  for  download  (including  any  text  in  videos)  
•   Pace  of  presentation  will  be  controlled  by  the  viewer  
•   Audio  narrative  will  support  text  and  have  an  on/off  option  
•   Appropriate  size,  type,  and  color  of  fonts  
•   Images  will  have  text  description  
•   Color  schemes  will  accommodate  color  blind  people  
•   Consistent  design  throughout  RLO  
 
This  asynchronous,  self-­‐paced,  stand-­‐alone,  online  course  has  5  units/modules.  Each  unit  
Course  Structure  
covers  important  procedures  and  information  that  volunteers  must  to  review  so  they  can  
Description  
perform  their  work  correctly  and  efficiently  for  the  coming  baby  season.  
 
M1  –  Introduction  to  the  “Hands-­‐off,  Herd  Approach”  for  Duckling  Care  
 
M2  –  Duckling  Cage  Cleaning  and  Set  up  Procedures  
 
M3  –  Duckling  Menu  Preparation  
 
M4  –  Duckling  Capture  Protocol  in  Outside  Wards  
 
M5  –  Common  Duckling  Ailments  
Seat  Time  of   Learners  would  be  required  to  spend  up  to  two  hours  on  the  course.  The  course  itself  is  open  
Course   and  available  for  two  months  (April  and  May)  at  the  start  of  baby  season.  This  time  period  
coincides  with  the  onboarding  of  new  volunteers.  Each  module  functions  as  a  chapter  and  
can  be  completed  in  the  learner’s  own  time.  Course  will  close  on  May  31st  at  midnight.    

Seat  Time  of  RLO   Depending  on  skill  level  of  the  volunteer,  5-­‐15  minutes.  

RLO  Outline   See  Appendix  A  below  

Link  to  Flowchart  (comments  allowed):  

RLO  Flowchart  
https://go.gliffy.com/go/share/so8c0u6v14f77jsldesd
Also,  in  Appendix  B  below  
Screens/Pages  in   38-­‐40  screens  
RLO  

Knowledge   _0___Dichotomous  (T/F,  Y/N,  etc.)  

Checks  or  Other   _3__Multiple  Choice  
Assessments  or  
Practices  for  RLO   _3___Multiple  Select  
_1___Drag  and  Drop  (Phrase  Matching)  
_0___Custom  –  describe;  if  appropriate,  supply  flowchart  in  an  Appendix  and  
reference  it  here.  
_0___Other  –  describe    

CBTDesignDocRevised_AmyShipley.docx 4 6/20/2018
Rollovers/click   __7__Rollovers  
events   __30__Click  Events  
The  following  navigation  tools  will  be  used:  
RLO  Navigation  
•   Paging  buttons  (Next,  Back,  Home)  
•   Course  map  
•   Radio  buttons  for  choose  one  quizzes  
•   Checkbox  buttons  for  multi-­‐choice  quizzes  
•   Exit  button  
•   References  button  (with  downloadable  transcript  and  other  job  aids  
Screen  Layouts   Welcome to Module 5: Duckling Ailments
for  RLO   In this unit we will explore some
What does a
common duckling problems we see
upon intake or throughout the healthy duckling
rehabilitation process at WildCare.
look like?
We will also review traits of healthy
ducklings and who you should inform
Module'5:'Duckling'Ailments if you notice anything out of the
ordinary.

Let’s get started…

Photo%by:%Alison%Hermance

Title  Slide   Welcome  Side   Pre-­‐Question  

Nares1(nostril) – clean
Eyes – open(and(bright Med$staff$is$responsible$for$the$
If$you$suspect$a$duckling$is$sick$or$ health$and$treatment$of$all$animals$
injured,$would$you$know$who$to$ at$WildCare.$
Feathers – clean,(full,((fluffy,(waterpoof notify?
Voice – may(peep,(but(fairly(quiet( At$the$start$of$each$day$they$conduct$
Click$on$the$images$to$learn$about$ visual$health$checks$of$all$ducklings.$
Med$Staff Supervisor
each$person’s$role$in$duckling$care. If$a$duckling$looks$ill$or$injured,$they$
Wings – symmetrical
will$band$it$and$monitor$its$health$
Activity – Bright(Alert(and(Responsive((BAR)(
When$you$are$ready,$check$one$or$ regularly.$
more$boxes$to$pick$the$person$or$
persons$you$would$notify.
Med$staff$is$also$responsible$for$
graduating$duckling$groups$into$
Legs1(hocks) – straight,(balanced,(bear(weight new$stages$of$development.$
Med$Staff
Team$Lead Volunteer Click$to$Return$to$$Contacts

Content/Interactive    
Click(on(the(highlighted(areas(to(
Content/Interactive   Content/Interactive  
(health)   (people)   (people)  
Click on the images to reveal details about the ailments.
Hypothermic,(too,cold) If you suspect a duckling is sick or injured,
who would you notify?
Peeps%frantically%then%will%be%quiet,%cold%to%touch,%inactive,%
Symptoms QAR%(quiet%alert%and%responsive).
Choose the appropriate person or persons.
Hypothermic Parasites Lacks%waterproofing,%may%or%may%not%be%wet.%Cannot%
Hypothermic Parasites Fratricide1/1Feather1Loss Causes warm%up%on%its%own.

Inform%Med%Staff%or%Supervisor%immediately.
This%condition%can%be%fatal.%
What,do
Angel Wing I,do? DO%NOT%offer%food%or%water%until%warmed%up.%
Hyperthermic Imprinting1/1Habituation Angel>wing Med%staff%will%inform%you.

Puts%in%100° incubator,%under%a%Heat%Lamp,%or%on%
What,does, Heating%Pad,%and%monitors%for%overheating.%Must%have%
room%to%move%away%from%heat%source.%NO%exam%until% Med$Staff Supervisor Team$Lead Volunteer
Bumblefoot med,staff, duckling%is%warm.
Injury1/1Weak Bumblefoot Isolation1Issues
do?
Click%to%Return%to%Ailments
Ready to check what you’ve learned? Click next.

Content/Interactive   Content     Knowledge  Check  

(Ailments)   (Ailments)   (people)  

Knowledge Check: Ailments Situation #1 What might be the problem

Drag and drop the ailment to its symptom. with this duckling? Congratulations!
(choose one)

Bumblefoot Dull eyes, discolored, Blisters on ball of foot Gasping for air, holds You are preparing to clean Brooder #5 with You have successfully completed the
smelly fecal matter. and joints of digits. wings out from body. a herd of ducklings 10-14 days old. When o Parasites lesson on duckling ailments. Now
Angel-wing
you open the Brooder, the ducklings scatter o An injured leg you have some basic knowledge on:
Imprinting/Habituation and peep as normal, but one doesn’t move o Bumblefoot
Injury/Weak Bald patches, wet Loud, frantic peeping Not fearful of humans and stays to the side. You notice two bricks o Hypothermia
around head, scabs. and frantic searching. and too friendly. in the enclosure and noticeable gaps • Identifying healthy ducklings
Hypothermic o Parasites
between the bricks, water tub, and brooder • Identifying ill or injured ducklings
Hyperthermic wall. As you start to transfer the ducklings • Who you should inform when you
Fratricide/Feather>Loss Limping, unstable, Wings unnaturally Fluffed, quiet, and out of the brooder, you see that that one notice anything out of the ordinary.
droopy wing. stick out from body. cold to touch. duckling hasn’t moved, isn’t peeping, and
Isolation>Issues
its downy feathers are all puffed up.
Parasites
Photo%by:%Alison%Hermance

Knowledge  Check     Assessment     End  Slide  

(Ailments)  

References Credits Learn About Duckling Ailments  

Look at the chart on the next page.
Transcript: Course designed by:
• Download a written transcript of • Amy Shipley
the narration. (WildCare volunteer supervisor) Click on the images to read about
the symptoms, causes, your
Job Aid: Photo Credits:
responsibility for care, and med
staff’s responsibility for care.
• Download a Duckling Ailment • Amy Shipley
Reference Chart. • Alison Hermance
When you have finished reviewing
• pixabay.com
(Creative Commons Imagery) the ailments, take the quiz.

Photo%by:%Alison%Hermance

References  &  Credits   Instructional  Slide  

 

CBTDesignDocRevised_AmyShipley.docx 5 6/20/2018
Development   PowerPoint,  Camtasia,  Audacity,  Articulate  Storyline,  MS  Word,  Adobe  Acrobat  Pro  
Tools  for  RLO  

Ownership   Amy  Shipley  will  design  and  develop  the  initial  course.  WildCare’s  Clinic  Manager  and  
Volunteer  Coordinator  will  maintain  the  course  along  with  Amy  Shipley’s  assistance.  This  
course  is  being  developed  for  the  clinic  hospital  at  WildCare.  

Development   Development  time  for  this  5-­‐module  course  would  take  approximately  2  months.  
Time  of  entire  
The  development  time  for  this  RLO  would  be  about  35-­‐50  hours.  This  figure  accounts  for  the  
course  and  RLO  
tasks  listed  below  and  my  limited  experience  with  e-­‐learning  software.  This  figure  is  based  
off  the  e-­‐Learning  Guild  Average  time  development  determination  (3.18  hours  for  
asynchronous  course  development).  I  would  expect  this  RLO  to  take  a  skilled  learner  no  
longer  than  10  minutes  to  complete,  but  a  less  skilled  volunteer  may  need  between  10-­‐15  
minutes.  
•   Approximately  10  minutes  (30  hours)  
•   Writing  and  editing  of  narrative  
•   Design  and  development  of  2  quizzes  
•   Design  and  development  of  presentation    
•   Acquisition  of  imagery  and  development  of  some  graphics  
•   Recording  of  narration  
 
Support   Amy  Shipley  will  act  as  the  designer,  developer,  SME  and  will  not  need  outside  support.  She  
requirements  for   may  occasionally  seek  feedback  and  clarification  from  the  SMEs  and  Volunteer  Director  at  
RLO  and  course   WildCare  if  necessary.    

Project     Please  sign  below  indicating  agreement  with  the  proposed  course  plan  and  
Sign-­‐off   approving  start-­‐up  of  the  storyboard  and  development  phases.  
[optional]  

 
Amy  Shipley   5/3/2018  
Instructional  Designer   Date  
 
 
   
Project  Manager/Sponsor   Date  
 
 

CBTDesignDocRevised_AmyShipley.docx 6 6/20/2018
 Appendix  A  
RLO  Topic  Outline  
 
Module  5  –  Common  Duckling  Ailments    
Enabling  Objectives:    
LWBAT:  identify  the  duckling  ailment  from  a  list  of  common  ailments  and  the  enclosure  adjustments  that  
need  to  occur  and  be  maintained  for  a  given  ailment.  
 
 
[Welcome  Message]  
Short  welcome  message  that  includes:  
•   RLO  title:  Common  Duckling  Ailments  
•   Goals  of  Lesson:  In  this  presentation,  we  will  explore  some  of  the  most  common  ailments  you  
may  encounter  upon  intake  or  throughout  the  rehab  process  at  WildCare.  
•   Provide  necessary  directions.  
 
[Introduction  -­‐  What  Does  a  Healthy  Duckling  Look  Like?]  
•   Begin  with  ponder  question  –  “What  does  a  healthy  duckling  look  like?”  
•   Image  of  healthy  duckling  –  Mouse-­‐over  highlights  on  parts  of  body  that  communicate  health.  
When  clicked  they  reveal  traits  of  healthy  ducklings.  
o   Activity  -­‐  Bright  Alert  and  Responsive  (BAR)  
o   Eyes  –  Open,  Bright  
o   Feathers  –  Clean,  Full,  Fluffy  
o   Nares  (nostril)  -­‐  Clean  
o   Wings  –  Symmetrical  
o   Legs  –  Balanced,  Straight,  Bears  Weight  
o   Voice  –  may  peep,  but  fairly  quiet  
 
[What  do  you  do  if  you  suspect  a  duckling  is  ill  or  injured?]  
•   Begin  with  ponder  question:  “If  you  suspect  a  duckling  is  sick  or  injured,  who  will  you  notify?”    
•   Click  on  images  to  get  a  better  understanding  of  the  roles  med  staff,  supervisors,  team  leads,  and  
volunteers  play  in  conducting  health  checks  and  health  monitoring.    
•   Answer:  “Notify  Med  staff  and/or  Supervisor”  
 
[Recognizing  Duckling  Ailments  –  How  Do  You  Know  When  a  Duckling  is  Sick  or  Injured?]  
•   Learning  to  recognize  an  injured  or  ill  duckling  will  help  you  to  communicate  the  symptoms  you  
are  seeing  to  med  staff  and  supervisors.  
•   Knowing  the  condition,  will  also  help  you  to  understand  the  importance  of  some  enclosure  
modifications  you  may  see  as  well.  
•   Let’s  get  started…  
 
Temperature  Issues  -­‐  Hypothermia  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Temperature  Issues  -­‐  Hyperthermia  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  

CBTDesignDocRevised_AmyShipley.docx 7 6/20/2018
 •   What  med  staff  does  (treatment)  
 
Injured  or  Weak  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Parasites  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Imprinting/Habituating  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Bumblefoot  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Fratricide  /  Feather  Loss  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Angel-­‐wing  
•   Symptoms  &  Causes  –  image  of  duckling  with  areas  affected  (possibly)  
•   What  volunteers  do  
•   What  med  staff  does  (treatment)  
 
Isolating  Ducklings  for  Treatment  
•   Issues  with  isolation  
•   Necessary  Additions  to  Enclosures  
•   New  grouping  possibilities    
 
Knowledge  Check  /  Mastery  Quiz  
•   Matching  Quiz  
 
End-­‐of-­‐Module  Summative  Assessment  –  3  Problem-­‐Based  Situations  
•   Choose-­‐one  or  Choose-­‐more  than  one.  
 
Jump-­‐to  Screens  
•   Transcript  of  audio  narrative  
•   Resource  Page  (includes  job  aid  –  Common  Duckling  Ailments  Reference  Chart)  

CBTDesignDocRevised_AmyShipley.docx 8 6/20/2018
 Appendix  B  
RLO  Flowchart  
 
Module  5  –  Common  Duckling  Ailments    
Enabling  Objectives:    
LWBAT:  identify  the  duckling  ailment  from  a  list  of  common  ailments.  
LWBAT:  explain  the  enclosure  adjustments  that  need  to  occur  and  be  maintained  for  a  given  ailment.  
 

 
 
 

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CBTDesignDocRevised_AmyShipley.docx 10 6/20/2018