Baziel Pearce

Instructional Design
FRIT 7231
Dr. Hodges
Summer 2015
Identification of Learning Problem

Bright from the Start: Georgia Department of Early Care and Learning is the state

department that is responsible for licensing the childcare facilities in the state of Georgia. Often

the childcare providers deal with children in the birth-5 population. As a subset of the children in

these child care programs, infants and toddlers often need their diapers changed while there. The

problem that has arisen is the gap between the appropriate way to change a child’s diaper in a

childcare setting and the way that many childcare providers have been doing it. The target

audience consists of childcare providers of infants and toddlers and the directors of the programs

where these children attend.

The process for changing a child’s diaper at home versus a childcare setting is different.

While at home a parent may change a diaper with few steps involved and not be very concerned

with cross contamination. However, in a childcare setting there are additional diaper changing

steps that are necessary to prevent spreading germs from the diaper change from one child to the

next. The problem is that when proper diaper changing techniques are not employed, the risk of

contamination to other children in the childcare program is unnecessarily increased. The problem

was identified by members of the licensing agency, Bright from the Start. Improper diapering

techniques can impact ratings or licensing for a childcare program which has an impact both

financially as well as quality-wise.

The data for the needs assessment is collected based on reports from visits with licensing

providers. When on-site the licensors make notes of areas that need improvement or are in
Commented [1]: Without the data, you have not
violation. Diaper changing policies and procedures are often cited as needing improvement. established a need.
Commented [2]: Has been updated.
Centers with scores that are not high enough are referred for additional training that covers the Commented [3]: You say there is data, but you are not
showing it. Can you at least make a statement about
basics of childcare. Instruction will address the problem because it will address any bad how many sites are recommended as needs
improvement?
information that the childcare providers may be working from, and start to rebuild from a clean

foundation through instruction.

Childcare providers will be able to change diapers for children age birth to three years in

a childcare setting using state approved techniques. Commented [4]: Write your goal for the learner. When
you include that the goal "is to teach", the goal is for
the teacher. Try something like:

Goal: Childcare providers will be able to change

diapers for children age birth to three years in a
childcare setting using state approved techniques.

Your score and some additional feedback on the

Learning Problem assignment can be found in the
GoVIEW grade book.
Commented [5]: This looks ok, though you were not
required to use my suggestion verbatim. Make sure
the goal works for you.
Learner Analysis

This learning experience targets teachers of birth to three year olds, as the learners. These
teachers are also referenced as licensee, as they will complete this training as applicants or
recipients of a license to provide childcare. The characteristics of the targeted learners will vary
widely in some areas, however there will be a few areas in which their backgrounds will be more
similar.
Overall, the targeted learners or licensees are motivated to attend and successfully
complete training as a way to maintain professional certification or licensing. Most teachers feel
that their diapering skills are adequate and as a result are not interested in revisiting their
diapering process. Most of the learners will be interested to know how learning state-approved
diapering techniques vary from what they are accustomed to doing. Many of the learners will not
be interested in completing the training, solely because of the topic. In addition to this, the
workday for most of the learners is compacted with various child care duties and responsibilities,
leaving little time for work that takes attention away from the children.
The goal of many of the learners is to complete training relevant to maintaining licensing
and certification as a childcare provider. Within this there are many learners who have a personal
goal to receive better pay, secure a lead teacher position, or move to a childcare position of
director or supervisor. Having adequate training in the basic child care routines, inclusive of
diapering, would be one qualifier to advance in their personal goals.

Specific Entry & Academic Characteristics

Because this training will occur online it is important to note the range of technological
and academic experiences within the learner group. All of the licensees will be high school
graduates, as a prerequisite for their job position. Some of them will have earned associates,
bachelors, and post-graduate degrees. Many of the learners will have at least some college
experience. Additionally, many of the licensees will have a Child Development Associate, or
CDA, credential. Many of the learners will also have had previous training experience related to
childcare, most likely CPR and first aid. Similarly, technological experience within the learners
has a wider range as well. Many learners will be familiar with the basic concepts of a computer,
however there will be a large number of learners who have had little to no experience with a
computer. Based on the array of educational experiences, before taking this training learners
should be able to operate basic computer functions without assistance. These basic functions
include familiarity with how to: power the computer on, navigate with a mouse or trackpad, open
a web-browser and what it is, and enter a URL or web address. The preference for the mode of
training is likely split, between getting out of the classroom to attend a face-to-face training and
reducing time away or interruptions by completing the training online (I do not currently have
the report to back this up, it is based on previous experience). Due to the nature of the field of
childcare, most learners have a high level of interest in providing adequate care for the children
in their charge. The interests of these learners may still vary within the childcare realm. Some
learners will have an interest in children, and find that childcare is one way to fulfill that interest.
Others have an interest in children and want to have hands-on experiences to take with them as
they pursue further interests in education.

Personal & Social characteristics:

Many learners will have previous years of experience with diaper changes and will likely
be resistant to the idea that there is a state-approved technique that is different from their current
practices. Learners often begin their work in childcare without formal a training on proper
diapering. Many employees are able to work in various environments including: noisy areas,
with several different children at one time, and within time constraints for diapering or feeding.
And employees often have little time during the day to devote to activities that occur outside the
classroom, such as training. Learners will likely have to complete the training during a one to
one and one-half hour window during which the children are napping. Some learners may be
able to complete the training requirements after work hours at home, in the public library, or may
attempt it on their smart phone.

Additionally Relevant Characteristics (Cultural Diversity Disabilities and Age)

The population of children is varied, as is the population of childcare providers that
engage with them. Some of the learners will be familiar with English, but as a second language.
Many of the second language learners are native Spanish speakers. Another aspect of language to
consider is that there will be sign-language users and other learners have hearing-impairments.
Dyslexia is an additional disability that some learners have.All of the intended learners will be
adults. There is no upper limit to the age, however the youngest will be 18 years.Physically, all
of the learners who engage in this training should, as a prerequisite for their work in childcare, be
physically capable of completing the training. The majority of the learners are, with the
prerequisites related to technology, ready to begin this training and should have the skills
necessary to be successful.
Task Analysis Commented [6]: Great job on the task analysis!
Child diapering is a step-by-step process that requires no emphasis on categories or
specific type of classification. What diapering does require is an understanding or following of a
specific set of procedures. A procedural analysis is most appropriate for instructing and outlining
the appropriate steps for changing a diaper because it focuses on observable tasks.There are few Commented [7]: I agree!
aspects of diapering that are not observable, which is another reason this type of task analysis fits
best. The smell of the child’s diaper would be the only aspect that could not be demonstrated
visually, however identifying that the child needs a diaper change would have occurred before
these procedures would be implemented. This learning experience focuses primarily on what to
do once it has been determined that a child needs a diaper change.
This procedural analysis was prepared based on information presented by Phyllis Kimbro
of Georgia State University. Phyllis serves as the subject matter expert for this task. Phyllis was
chosen as the subject matter expert based on her almost thirty years of experience with
appropriate diaper changing techniques in a childcare setting. First Phyllis worked in an early
childhood classroom for approximately twenty years, leaving only to become a certified trainer
on nationally accepted methods regarding the child care settings, which included proper
diapering and handwashing procedures. Phyllis trained with Best Practices Training Initiative for
about six years, before taking a position as the Assistant Director at Georgia State University’s
child development center. While working with Best Practices, Phyllis designed and implemented
trainings that were state approved and geared toward a population similar to the one this learning
experience is being set up for. Phyllis was chosen based on her experience and expertise in the
matter.

It is important to note that though this is expected to be an asynchronous experience, the

learners would be asked to video their diapering techniques with a doll to demonstrate that the
necessary skills have been acquired. The procedural analysis is below in two images. These
images are also available here: http://bmpearce.weebly.com/task-analysis-chart-for-frit-7231-
instructional-design.html.
Commented [8]: The size of the text in your diagram
makes it hard to read. You may want to consider using
a bold font so that the text shows more easily. You do
not have to make this change.
Instructional Objectives

1. Given the appropriate tools, the learner will be able to identify and arrange materials
necessary for diaper changing.(Cognitive Domain)
2. When provided access to needed materials, learner will execute a child’s diaper change,
without assistance while preventing cross contamination of surfaces and other children.
(Cognitive Domain and Psychomotor Domain)

Assessments
 Commented [9]: As of 4:14 PM on June 17 you have
not listed any assessments to be evaluated. Your
Instructional Objectives score on the assessments portion of the assignment is
zero. You will need to complete this section to move
1. Given the appropriate tools, the learner will be able to identify and arrange materials on in the class and into FRIT 7235.

necessary for diaper changing. (Cognitive Domain)

2. When provided access to needed materials, learner will execute a child’s diaper change,
without assistance while preventing cross contamination of surfaces and other children.
(Cognitive Domain and Psychomotor Domain)

Assessments

Goal: Childcare providers will be able to change diapers for children age birth to three years in a
childcare setting using state approved techniques. (See Appendix for assessment materials)

Learning Objective Assessment

Given the appropriate tools, the learner will Images of materials will be available and
be able to identify and arrange materials learner will be required to properly label
necessary for diaper changing. each item, with room given for synonyms,
i.e. diaper and pamper.

When provided access to needed materials,
learner will execute a child’s diaper change,
without assistance while preventing cross
contamination of surfaces and other
children.
Video assessment. Using a doll, learner will
simulate appropriate diaper changing
techniques while recording the process. A
rubric will serve as a check off for
procedures that should be followed. Learner
will submit the video to a drop box. Video
must be between 3 and 6 minutes long, to
replicate real time frame provided in a
childcare setting.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Describe the different types of contamination. 2

2 Describe how cross contamination occurs during a diaper change. 2

3 Demonstrate desired diaper changing procedure. 2

4 Identify the required materials and explain the purpose for each 1
one.

Sequence Steps in Sequence Strategy Category

1 Describe cross-contamination. Fact/ Concrete

· Show an example of cross-contamination, where diaper
changer does not wash hands between children. The definition of cross-
contamination can be recalled
and is important to know based
on the idea that proper diaper
changing techniques are
employed to prevent cross-
contamination.

2 Describe how cross contamination occurs during a diaper Concept

change.
· Show a diaper change in an area where food is With the definition of cross
consumed, at a table in a restaurant. contamination from step 1, the
concept of cross contamination
is demonstrated as an example
of how the definition and
concept of cross-contamination
is applied.

3 Demonstrate desired diaper changing procedure. Procedure/ psychomotor

· Clean hands with soapy solution.
· Apply changing table paper to surface This is modeling the desired
· Gather materials for diaper change: wipes, clean behavior. This provides a
diaper, non-porous gloves, plastic bag if there may be fecal visual representation of what
waste. should occur during the diaper
· Remove all materials from their containers. change.
· Place gloves on.
· Place child on the changing table and remove
necessary clothing.
· Place any soiled clothing into the plastic bag.
· Remove soiled diaper and place into hands free trash.
· Wipe child from front to back with wet wipes.
 · Remove soiled gloves and discard, and remove any
waste from hands with a wipe, if necessary.
· Place clean diaper on child and redress.
· Wash hands of child and hands of demonstrator at a
sink with soapy solution.
· Return child to play area.
· Discard diaper-changing paper in to hands free trash.
· Clean diapering surface with soapy solution and then
wipe down with paper towel.
· Disinfect diapering surface.
· Wash hands.
· Document the diaper change in the child’s log

4 Identify the required materials and explain the purpose for each Facts/ Lists
one.
· Clean diaper – needed once waste is removed to This strategy allows the learner
provide dry and clean surface for child’s bottom. to rehearse or practice what is
· Changing table paper- prevents waste from getting on needed for the diaper change
the changing surface and prevents child’s bottom from touching process. It also reiterates why
possibly contaminated surface. each item in the list is needed.
· Hands free trash- allows diaper changer to dispose of By describing the materials and
waste without contaminating surface of trashcan. their purpose it allows the
· Non-porous gloves – prevent contamination of the learner to elaborate or expand
diaper changer’s hands, during the diaper changing process. on previous knowledge of prior
· Plastic bag- to put any soiled clothing items in for uses for the same items.
transport home. Also prevents spreading the waste to other
items stored near the soiled clothing.
· Soap- to clean the hands of the diaper changer and the
child.
· Water – to wash the soap and germs off of the hands
of the diaper changer and child.
· Paper towels and or wet wipes- to cleanse the soiled
area of the child’s bottom. New paper towels are used to clear
the surface after cleaning.
· Soapy solution- used to clean the diaper-changing
surface.
· Disinfectant- to rid the diaper changing surface and
area of any germs or bacteria leftover after the soapy solution
has been applied and cleared.

This lesson in diaper changing will require differentiation with regards to instruction

because the learners will come from various backgrounds with varying levels of experience
changing diapers. In order to meet the needs of all of the learners there will be an opportunity for

those who are new to diaper changing to familiarize themselves, through repetition, to the

different reasons for a diaper change. For example, there are wet diapers, diapers with fecal

waste, and then there are diapers that have both and may be considered a “blow-out” where the

waste has left the diaper and is on the child’s legs, abdomen, and or back. Experienced diaper

changers may already be aware of these differences and so they would not need to revisit them.

As this would be an online module, the supplemental materials that may prove helpful for a

beginner would be provided on the course home page for anyone to access if they feel they need

to. Additionally there would be an area for more experienced diaper changers to review some of

the common issues that may arise during a diaper change, beyond the physical diaper changing.

This would include information about how to address the child if they do not like having their

diaper changed, how to deal with a child who moves around a lot and may contaminate it’s own Commented [10]: "changed" ??

hands or feet when it wiggles. This would allow for a broader scope of information that provides

differentiated instruction based on where the learner’s abilities or knowledge level is prior to the

learning experience.

Instructional Design Summary

Purpose Description of Instructional Digital Tool/ Delivery

Strategy Method
Motivation/ Gain attention Engage learners in a online BrightSpace by D2L
discussion board regarding Discussion Board
what they know about diaper
changing, have they ever
experienced a child or
colleague getting sick due to
contamination from a diaper
change, or if they have a
funny diaper changing stories.

Objective Following the discussion BrightSpace by D2L

board post, the objectives · In the syllabus
would become accessible, · Also presented in the
learner could navigate to it. Adobe Captivate presentation.
“This lesson is to introduce Alternatively presented as a
you to the state approved Camtasia video that is loaded
techniques for diaper to YouTube and embedded in
changing. At the end of this the course.
lesson, you will be able to
identify and arrange the
materials necessary for
diapering. Without assistance
you will carry out a diaper
change using the state
approved method, while
preventing cross
contamination.”

Stimulate recall of prior ● Start off by asking Adobe Captivate & Camtasia
learning learner to jot down
what materials are
needed for a diaper
change.
● Give teachers time to
jot down what their
responses.
Then broadcast screen with
the items that are needed and
expand on why.

Present content Steps in Sequence for Video · Content will be presented

Content as a video embedded into the
Step 1 Captivate presentation as well
· Describe cross- as Camtasia.
contamination. · Will also be posted to
Show an example of cross- YouTube
contamination, where diaper Each form of media will
changer does not wash hands include closed captioning.
between children.
Step 2
· Describe how cross
contamination occurs during a
diaper change.
Show a diaper change in an
area where food is consumed,
at a table in a restaurant.
Step 3
· Demonstrate desired
diaper changing procedure.
· Clean hands with soapy
solution.
· Apply changing table
paper to surface
· Gather materials for diaper
change: wipes, clean diaper,
non-porous gloves, plastic
bag if there may be fecal
waste.
· Remove all materials from
their containers.
· Place gloves on.
· Place child on the
changing table and remove
necessary clothing.
· Place any soiled clothing
into the plastic bag.
· Remove soiled diaper and
place into hands free trash.
· Wipe child from front to
back with wet wipes.
· Remove soiled gloves and
discard, and remove any
waste from hands with a
wipe, if necessary.
· Place clean diaper on child
and redress.
· Wash hands of child and
hands of demonstrator at a
sink with soapy solution.
· Return child to play area.
· Discard diaper-changing
paper in to hands free trash.
· Clean diapering surface
with soapy solution and then
wipe down with paper towel.
· Disinfect diapering
surface.
· Wash hands.
Document the diaper change
in the child’s log
Step 4
· Identify the required
materials and explain the
purpose for each one.
· Clean diaper – needed
once waste is removed to
provide dry and clean surface
for child’s bottom.
Changing table paper-
prevents waste from getting
on the changing surface ·
and prevents child’s bottom
from touching possibly
contaminated surface.
· Hands free trash- allows
diaper changer to dispose of
waste without contaminating
surface of trashcan.
· Non-porous gloves –
prevent contamination of the
diaper changer’s hands,
during the diaper changing
process.
· Plastic bag- to put any
soiled clothing items in for
transport home. Also prevents
spreading the waste to other
items stored near the soiled
clothing.
· Soap- to clean the hands of
the diaper changer and the
child.
· Water – to wash the soap
and germs off of the hands of
the diaper changer and child.
· Paper towels and or wet
wipes- to cleanse the soiled
area of the child’s bottom.
 New paper towels are used to
clear the surface after
cleaning.
· Soapy solution- used to
clean the diaper-changing
surface.
Disinfectant- to rid the diaper
changing surface and area of
any germs or bacteria leftover
after the soapy solution has
been applied and cleared.

Guided practice/ Learning Complete a rudimentary · Camtasia

Activity matching assignment. Video BrightSpace
will ask for an item and
learner will need to select it
on the screen. Questions will
vary from item identification
based on name and
identifying items based on
their function or purpose.
This ties to the learning
objective “Given the
appropriate tools, the learner
will be able to identify and
arrange materials necessary
for diaper changing.”

Assessment 1. Teachers will demonstrate 1. User will submit a video

their understanding of the to BrightSpace by D2L in the
lesson via a video assessment. dropbox.
Using a doll, learner will 2. Learner will take a quiz in
simulate appropriate diaper BrightSpace by D2L. Must
changing techniques while score 80% or greater to
recording the process. A “pass.” May take the quiz up
rubric will serve as a check to two times to earn a passing
off for procedures that should score.
be followed. Learner will
submit the video to a drop
box. Video must be between 3
and 6 minutes long, to
replicate real time frame
provided in a childcare
setting.
Ties to objective 2- “When
provided access to needed
 materials, learner will execute
a child’s diaper change,
without assistance while
preventing cross
contamination of surfaces and
other children."

2. Images of materials will

be available and learner will
be required to properly label
each item, with room given
for synonyms, i.e. diaper and
pamper.
Learning Objective 1 –
“Given the appropriate tools,
the learner will be able to
identify and arrange materials
necessary for diaper
changing.

Feedback Once learners have completed Feedback provided through

the assignments they will be BrightSpace by D2L.
graded and appropriate
feedback will be given. For
the quiz, the feedback will be
provided once the quiz is
submitted. The feedback will
provide information about
why each answer is correct, or
incorrect. This will only be
available once the learner
scores 80% or higher or does
not pass the second attempt.

The video assessment will be

graded against the rubric.
Feedback will be provided in
the feedback area of the
dropbox and provided to the
learner.

Differentiation occurs with the two different types of assessment as well as with the

different platforms for accessing the information. By including closed captioning, the lesson is
expanded to reach more of the end-users who may have a hearing impairment. Universal Design

for Learning is implemented through the multiple ways of engaging the learner (the opening

questions or discussion and activation of prior knowledge), Through representing the information

in various ways which could be accessible to learners who have technology problems accessing

one of the platforms. This is also through having the information available as a PDF document

and in video format. UDL is also implemented through the assessment piece, which allows them

to take action and demonstrate that they have met the second learning objective.

Formative Evaluation Plan

Phyllis Kimbro of Georgia State University is the subject matter expert for the task

analysis. Phyllis is the likely subject matter expert who will be able to serve as expert reviewer.

Phyllis has been in the field for almost thirty years and has been in the classroom administering

diaper changes, in the training field teaching others how to do it, and currently works as assistant

director at a childcare facility that is a model for other centers, which includes diapering

procedures. Phyllis was chosen based on her experience and expertise in the matter.

Using a test audience for the student or learner assessments is a practical part of a

formative evaluation. Feedback from a test audience can provide insight into areas that the

designer had not considered. This allows the designer to adjust the appropriate learning

sequence, procedures, or materials to better suite the intended learner. Because the formative

evaluation occurs before the course development is completed, obtaining feedback from a test

audience can prove crucial. Serving as a sort of guinea pig, feedback from the test audience

could indicate major problems that can be revised in the course. Feedback from the test audience,
as well as the expert reviewer, has the ability to highlight some of the stronger aspects of the

course as well. The formative evaluation process is highly valued when constructing a design

plan. Through the testing or surveys and revision, an optimally designed lesson or course is

created to meet the objectives.

The surveys for the evaluation were created using Qualtrics. The can both accessed through these

links- Expert Reviewer https://gsu.qualtrics.com/SE/?SID=SV_9Gk4n5FwhxpU2P3
and test audience https://gsu.qualtrics.com/SE/?SID=SV_eIZmAQuJK6SqgpT.
Commented [11]: This survey includes "Are there any
apparent weaknesses in the content presented? If so,
what are they?", but there is no way for the expert to
respond to the question. You need to edit the survey
so that it includes a way for the expert to respond.
Appendix A
Assessment Materials

Diapering Quiz with answers at the bottom

Diapering Video Assessment with Rubric