Running head: VACCINATION SAFETY

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Teaching Dairy Vaccine Safety to Agriculture Employees

CAPSTONE REPORT
Submitted in partial satisfaction of requirements of the degree of
MASTER OF SCIENCE in
Instructional Science and Technology
Michelle Stuyt
May 15, 2015
Capstone Approvals: (At least one advisor and capstone instructor should approve)
___________________________ ___________________________ _____________
Advisor Name
Signature
Date
___________________________ ___________________________ _____________
Capstone Instructor Name
Signature
Date

VACCINATION SAFETY

TABLE OF CONTENTS
EXECUTIVE SUMMARY ............................................................................................................ 4
INTRODUCTION .......................................................................................................................... 6
Problem Description .................................................................................................................... 6
Target Audience .......................................................................................................................... 7
Literature Review ........................................................................................................................ 8
Environmental Scan .................................................................................................................... 9
SOLUTION DESCRIPTION........................................................................................................ 11
Goals.......................................................................................................................................... 11
Proposed Solution ..................................................................................................................... 12
Media Solutions......................................................................................................................... 12
Instructional Strategy ................................................................................................................ 13
Learning Theories Utilized........................................................................................................ 14
METHODS AND PROCEDURE ................................................................................................. 16
Design and Development .......................................................................................................... 16
Steps and Procedure .................................................................................................................. 16
RESOURCES ............................................................................................................................... 19
Software .................................................................................................................................... 19
Hardware ................................................................................................................................... 19
Additional Resources ................................................................................................................ 19
Generalized Investments ........................................................................................................... 19
Training ..................................................................................................................................... 20

VACCINATION SAFETY

Budget ....................................................................................................................................... 20
Personnel cost for developing training materials .................................................................. 20
Hardware cost for developing training materials .................................................................. 20
Hardware cost for developing training materials .................................................................. 20
Software cost for presenting training materials ..................................................................... 21
Technical Skills ......................................................................................................................... 21
MAJOR DELIVERABLE ............................................................................................................ 22
TIMELINE AND PROGRESS REPORT .................................................................................... 24
Milestones ................................................................................................................................. 24
Timeline .................................................................................................................................... 25
EVALUATION AND TESTING ................................................................................................. 26
Functional Testing ..................................................................................................................... 26
Usability Testing ....................................................................................................................... 26
Formative Evaluation ................................................................................................................ 27
Summative Evaluation .............................................................................................................. 28
FINAL THOUGHTS .................................................................................................................... 30
APPENDIX ................................................................................................................................... 31
Formative Evaluation Question Samples .................................................................................. 31
Summative Evaluation Question Samples ................................................................................ 31
REFERENCES ............................................................................................................................. 32

VACCINATION SAFETY

EXECUTIVE SUMMARY
Americas dairy industry is much more than milk. Its jobs, economic activity, and
supporting local businesses for the people of our country. The United States is home to a mixture
of large and small dairy farms both of which contribute to the local economy and tax base.
Since 1993, California has been the nations leading dairy state. Californias dairy industry is a
complex industry to teach, learn, and understand due to the multiple areas of safety concerns
which surround the learning process. Despite the dairy industry being daunting to learn initially,
the employee also has an opportunity of a lifetime to continue to learn and grow.
The goal of this project is to provide exposure to employees in the dairy industry through
a blended online and in-class learning environment, where new hires build their self-confidence
to smooth the transition into the complex and potentially dangerous world of the dairy industry.
As the dairy industry continues to grow and expand, new ideas of how to maintain safety
standards are emerging. Often times, employees get hired having prior knowledge and
experience; however, they lack knowledge in regards to the importance of safety concerns and
issues. This instructional design project has been created using an eLearning module to address
concerns and issues specific to vaccination safety; thus, preparing employers in the dairy
industry with the necessary skills, tools, and ideas to successfully teach vaccination safety to
their employees.
This project topic is to teach vaccination safety to employees in the dairy industry. The
eLearning module designed around this topic addresses the following:

A clear description of what the dairy industry is as well as their largest problem faced on
a daily basis.

VACCINATION SAFETY

Tools and ideas for implementation which are relevant to the current needs of the
employer.

Demonstrations and simulations to effectively and appropriately teach the safety

concerns.

Self-paced module that allows users to go through at their own pace, repeating lessons as
necessary to ensure comprehension.

Assessments and knowledge checks as part of the learning enhancement.

Upon completion of the training, the learner will receive a certificate stating they have
the ability to identify the primary vaccination safety concerns in relation to the dairy industry;
furthermore, the learner will recognize how to address these concerns and take the appropriate
steps to reduce the high rates of injury, illness, and employee turnover.

Teaching dairy vaccine safety to agriculture employees will serve as a resource to dairy
farmers located across the United States. The three eLearning modules cover syringe and needle
safety, types of injections, and safety while administering. All modules encompass audio, video,
digital graphics, user feedback, user interactions, and quizzes. The project was completed on
May 15, 2015. The modules are accessible via the Internet as well as a CD version upon request.

VACCINATION SAFETY

INTRODUCTION
The dairy industry is a business enterprise which is commonly known for the production
of cow milk for human consumption. This industry incorporates a series of additional tasks,
including, but not limited to, feeding the cows and calves, maintaining the land, driving
equipment, and most importantly maintaining personal safety. Considering the variety of tasks
associated within this industry, personal safety has become an area which should require more
attention from the employer. Reviewing common safety concerns and procedures by creating an
instructional program to address these concerns is beneficial to both the stakeholder, which is the
employer, as well as the target audience which are the employees.
This project has provided the dairy industry with a set of instructional video and tutorial
modules that instruct employees of the dairy industry on the basics of dairy vaccine safety. The
goal of this capstone project is to build confidence for aspiring herdsmen and help them maintain
their understanding of both the animal and their individual safety. After completing the online
portion of the module, learners will be required to receive a passing grade of 80% or higher in
the in-module quizzes. A passing grade of 80% or higher will indicate that the employee is
comfortable with the material and has knowledge of their expectations. This will provide a better
transition into the dairy industry in terms of safety, giving them the ability to fully engage in the
in-class and practice portion of the module.

Problem Description
Currently, there is a performance gap for dairy employees who are not familiar with
agriculture safety concerns related to the dairy industry. With the influx of new employees, the
dairy industry faces new safety issues daily. Employees in the dairy industry are working long
hours, at a fast pace, and under difficult social and environmental conditions and this is an ever

VACCINATION SAFETY

changing industry where the health and safety of employee is concerning. Agriculture safety is
an important step in addressing those concerns and maintaining personal health and longevity.
According to the Farmer Today online magazine, Dairy farming is among the mosthazardous occupations with high rates of injury, illness, and employee turnover (Farmer Today,
2013). More specifically, the cattle industry had a modestly higher injury rate of 5.3, with beef
and dairy industries experiencing rates of 6.5 and 5.4 per 100 full-time workers respectively.
From 2003 through 2009, a total of 110 people were killed while working on U.S. dairy farms
(Progressive Dairyman Magazine, 2009). The magazine proceeded to say Recent studies
demonstrate the two main causes of worker injuries (fatal and non-fatal) are incidents involving
machinery and animals.
Amongst the worker injury in relation to animals, vaccination safety is an area which
needs more attention. When training people tasked with administering vaccines to dairy animals,
the focus lies on ensuring animal safety and health by following strict hygiene and adhering to
label directions and vaccination protocols. Currently, employees tend to fall through the cracks
because of a need to keep up with other more experienced employees. The concern with the
method in which instruction is currently being given is the lack of interactive media specifically
designed to address vaccination safety. Most beginners are learning through doing and not given
appropriate tools and guidance to ensure safe practices and habits.

Target Audience
Learners could vary in age from young adults in high school, minimum age of 18, to
mature grown adults. Based upon the employees on The Stuyt Dairy, and surrounding dairies,
the target audience is primarily adults from the age range of 24-30. Most employees come into
the dairy industry with some type of prior dairy experience. This is highly beneficial because

VACCINATION SAFETY

they then have a general understanding of the different types of equipment, terminology, and
daily work requirements. The training then can focus more on discussing practices that will
enhance the health and safety of those administering the vaccinations. The age range is set higher
because employees are now returning from college or a break from school and have more
flexibility. Furthermore, it is a commonality in the dairy industry that employers provide their
employees with housing in exchange for compensation; therefore, this field attracts older
individuals with families. The project is designed for new employees and all participants have
access to technology and the Internet.

Literature Review
After conducting thorough research, the most astonishing statistics were found from a
publication in the Progressive Dairyman Magazine titled Dairy Worker Safety and Health:
Vaccination Safety. Not only did this article discuss the current safety trends centered on the
dairy industry; however, the article also addressed an even more astounding fact about
implementing safety programs. According to Progressive Dairyman Magazine:
Strategic vaccination programs are an important component of herd health management
for dairy operations... When training people tasked with administering vaccines to dairy
animals, the focus lies on ensuring animal safety and health by following strict hygiene
and adhering to label directions and vaccination protocols. However, it is extremely
important to also discuss practices that will enhance the health and safety of those
administering the vaccinations... Employee training is essential to a successful
vaccination program. Training programs for dairy employees should include safe vaccine
handling and appropriate vaccination techniques. These training modules should focus on
ensuring human and animal safety and highlight the relationship between increased
health and productivity. (Progressive Dairyman Magazine).
The overall goal is to develop and implement a safety program centered on the concerns
of the dairymen; this is an opportunity for me. The dairy industry is a broad industry in which the

VACCINATION SAFETY

employers are faced with safety struggles on a daily basis. This eLearning module addresses one
of the two main causes of worker injury; animal safety. Animal safety is a broad topic with
several different strategies to remain safe at work. Examples of animal safety which relate to the
topic of vaccination safety may include the risk of being hurt physically due to a frightened or
startled animal. Using quiet voices and approaching animals in a gentle manner are very
important. Another example is being hurt due to the misuse of farm materials or poor
maintenance. It is crucial to use appropriate resources and maintain them to reduce injury to both
the employee and the animal. A final example would be to sterilize and dispose of syringes and
needles appropriately to address the risk of diseases and microorganisms such as Salmonella,
Campylobacter, Cryptosporidiosis, Q-fever, Brucellosis, Leptospirosis, enteric bacteria, and
parasites. The focus of this literature review is on the safety of the bovine handler from being
hurt when handling and working with farm animals.
This eLearning module is not only addressing the concern employers have regarding how
to create a safety program; but, is also the development of how to better recognize surroundings
and maintain personal health and safety.

Environmental Scan
Zenith Insurance Company is the primary organization providing dairymen with a
thorough examination of the major elements to creating an effective safety program in regards to
the dairy industry. The company has created conversational material regarding common safety
concerns they receive insurance claims for. From those claims, Zenith has developed tailgate
topic ideas. The tailgate topic ideas originated from the idea that dairy industry employers
would schedule monthly meetings on the tailgate of a truck with their employees to discuss the
concerns established by Zenith. Furthermore, Zenith discusses how these topics are relevant to

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workplace incidents. Examples include productivity loss, equipment damage, spoiled product,
and unproductive management time. Zeniths idea of tailgate topics goes hand in hand with the
eLearning design project idea. The difference between the two is Zenith provides dairymen with
topics of what should be discussed on the dairy; however, the eLearning module is designed to
actually teach the material.

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SOLUTION DESCRIPTION
There are several different analyses incorporated into this section of the design plan to
help determine the goals, proposed solution, media solution, and anticipated challenges. All areas
of the analysis ensure the program is useful to a variety of audiences, the information is relevant,
and establishes outcomes the audience will achieve. This capstone project specifically provides
three online modules to help new employees in the dairy industry and build up their confidence
during the beginning stages of their new employment opportunity. The solution was to create a
website and CD based learning platform. The platform utilizes a variety of videos, photos, and
activities made using Adobe Captivate, Flash, and Dreamweaver. The eLearning modules are
tailored to dairies throughout the state of California for new employees; however, current
employees would benefit from the instruction as well. The instructional modules include syringe
and needle safety, types in injections, and safety while administering.

Goals
Upon completion of the training, the learner will receive a certificate stating that they
have the ability to identify the primary safety concerns in relation to the dairy industry;
furthermore, the learner will recognize how to address these concerns and take the appropriate
steps to reduce the high rates of injury, illness, and employee turnover. Additionally, the learner
will have the ability to understand and identify what it means to be knowledgeable about animal
safety. This topic includes reducing the risk of either the animal or human being physically hurt
through startled animals, poor use of resources, or disease and infection. After the completion of
the course, users will also have the ability to identify needle sanitation, understand the safest
methods of administering vaccinations, and have a deeper understanding of the three different
injection types. Having this achieved by the completion of the training will reduce the risk of

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12

injury both to the bovine or individual, as well as give the employer the confidence that his or
her employees can administer vaccines without supervision.

Proposed Solution
My instructional design project topic is to teach dairy vaccination safety to employees in
the agriculture industry. Often times, employees get hired having prior knowledge and
experience; however, they lack knowledge in regards to the importance of safety concerns and
issues revolving around something that seems easily understood and almost common sense. This
project has been designed to address those specific concerns and issues in an effort to reduce the
number of agriculture-related vaccination accidents.
Progressive Dairy Magazine labeled the two main causes of worker injuries (fatal and
non-fatal) are incidents involving machinery and animals. With the online, interactive eLearning
module, employees will lessen the risk of serious injury. The module will raise awareness of why
practicing safe habits is important, what the correct method is, and what risks are associated with
incorrect practices. The eLeanring module is centered on the topic of vaccination safety. Specific
components include syringe and needle safety, types of injections, and how to safely administer a
vaccination.

Media Solutions
The website has identity specific logos and a color system. The website is hosted on
wix.com and uses the new HTML 5 based program. The website includes capabilities such as
images, text boxes, the Captivate modules, and job aids that follow the tutorial videos. The
producer of this project filmed at The Stuyt Dairy located in Escalon, California using a HD
handheld cellular telephone device. Each module includes, at minimum a lecture, example, and

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practice slide. The slides then incorporate images, diagrams, videos, and text content. At the end
of the module, learners are required to take an assessment. The assessment provides instant
feedback to the learner allowing him or her to understand where he or she may need further
review. The author used Illustrator, Photoshop, Dreamweaver, Flash, and Captivate in the
production of the project. HTML 5, JAVA, and CSS have been used in the creation of this
project. The full presentation can be best accessed through a software provider such as Filezilla.

Instructional Strategy
The eLearning module is a self-paced instruction opportunity which incorporates images,
media, and videos to support the instruction and its importance. After each section, there are
examples and a single question assessment. At the conclusion of the training, the learner will be
required to take an assessment which is incorporated into the module and receive a passing grade
of 80% or higher. After the eLearning module is complete, employers are highly encouraged to
take the learners outside to give a real life example of what the instruction should be portraying.
When appropriate, real life stories would be encouraged to show the severity of the material and
that everything should be taken seriously.
This procedure helps learners understand what is expected of them on the job. Learning
guidance is provided in the form of an outline of the topics needing to be covered. Complex or
more important topics will be given more time as opposed to topics that are easier to understand
or comprehend. All content is provided to learners in the form of illustrations, demonstrations,
and samples. The presentation includes three modules in regards to syringe and needle safety,
types of injections, and how to safely administer a vaccination. Each individual module
incorporates an introduction, a lecture, examples, and a one question assessment based on the

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material learned in the module. After each module has been reviewed and completed, the learner
then is directed to take the final assessment.
The learner interacts with the module using rollover hotspots, clickable buttons, and
quizzes. Each module has incorporated the same color, type set, navigational structure, and
layout to provide an opportunity for the learner to navigate the module more rapidly. An
assessment is given in two ways; one is a quiz at the end of the module and the other is an inclass demonstration of knowledge.

Learning Theories Utilized

The learning theory, behaviorism, is relatable to the topic of dairy safety because
according to the behavioral theory, the instructor should model and reinforce desired behaviors.
In the case of training dairy employees, considering it would be on-the-job training, it is very
important for the employer, also known as the instructor, to reinforce desired behavior when it is
being done. The learner should then have the ability to correlate the fact that they are doing it
right; therefore, they are gaining the employers trust to work independently.
Constructivism is also relatable to this topic. Constructivism as a paradigm or worldview
posits that learning is an active, constructive process. People actively construct or create their
own subjective representations of objective reality. New information is linked to prior
knowledge, thus mental representations are subjective. There are several examples that can
support this idea. For example, if the bovine just given a vaccination is mooing, swinging her
head, or biting herself, she must be having a severe allergic reaction. In this scenario, appropriate
action should be taken to address those concerns.
In both examples, the employees that are coming into our dairy do bring prior experience.
The goal is simply to shape their minds to the expectations of the users dairy. Shaping them

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through the above identified learning theories are not the only methods, but certainly the most
relatable.

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METHODS AND PROCEDURE

There are several considerations which should be taken into account in terms of design.
Such considerations include the testing, assessments, organizational strategies, and instruction.

Design and Development

This capstone originated with informal online communication via E-mail and face-to-face
interactions between the instructional designer and capstone Advisor, Professor Bude Su. The
communication provided both direction and support to the designer. After a vision was created
and approved, research began. The majority of the research was conducted online or in person.
After the research was completed, the instructional designer and capstone advisor reviewed the
data to move forward with the creation of the modules. The project was reviewed and fine-tuned
through the advice and guidance of all program professional staff members. The goal was to
develop a module to improve the learning experience and retention to reduce further agriculture
related injuries.
Module production began by scripting and creating storyboards in August 2013. Images,
diagrams, facts, statistics, media, video, and audio were collected when the vision was created.
The project was divided into two phases; first was the creation of the online module and the
second was the creation of a website. Both were assessed for quality control and accuracy.
Testing began on the project in spring 2015 with the final website and modules being complete
in May 2015.

Steps and Procedure

There are three different stages to implement a training program into a dairy. The first
stage is ensuring the training material meets the employers needs. It is crucial that conversations

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between the instructional designer and the employer discuss the depth of the material to ensure
the design can be successfully created and presented to employees in an all online eLearning
module. Thus, understanding that employees access to internet and a working computer is
required. The second stage is a meeting between the instructional designer and the employer to
train the employer on the material. The third stage is the employer training their employees. The
final stage is another Skype or face-to-face meeting to discuss the effectiveness of the training.
The initial conversations were between the instructional designer and the employer of the
dairy. After the employer presented interest in the training program, he was thoroughly
interviewed to identify his specific needs for his business and discuss how those needs would be
met through the training program. Through the duration of creating the training program, Skype
or face-to-face meeting were arranged, depending on the employers location, so both the
instructional designer and employer could both go through the material simultaneously and
touched base on the content and progress. These meetings also provided an opportunity for the
instructional designer to train the employer on what he would then be training his employees on.
If the training material did not meet the employers needs, the material would be revised before
the above steps are conducted.
The next step was the delivery of training materials. The distribution of the instruction
was primarily given by the employer. The employer gave the employee access to a computer and
the eLearning module. If technological difficulties were encountered, the instructional designer
remained on call to address any questions or troubleshoot any concerns that rose during the
training.
The final step of the implementation process was following up with the employer to
evaluate the effectiveness. A discussion was held regarding the value-adding activities as well as

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areas that might need further explanation. The instructional designer then reviewed what the
employer should expect in the next month.

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RESOURCES
Software

Computer software

Adobe Captivate 7

FileZilla

Adobe Master Collection

Hardware

HP laptop computer

Camera

Voice recording

Additional Resources

Internet access

Guidance and support from faculty and staff

Instructional content expert

Generalized Investments
The general timeline and costs incurred with the development of this training program
vary from dairy to dairy. A standard timeline from start to finish for presenting the program to
users is approximately two months. Costs incurred for the employer may vary from $0 up to
$40,578.72. The products, knowledge, and experience the employer already has available would
explain the variance in cost.

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The employee would not be faced with any costs. The goal is for employers to make
training a requirement for all employees, thus no fines would be incurred.

Training
The majority of the skills necessary were learned throughout the Masters of Instructional
Science and Technology program. Additional resources would include the internet, online
tutorials, and textbooks.

Budget
This instructional design project cost nothing to develop. The designer and developer of
the module owned all equipment and donated their time into the development of this three part
module. The theoretical cost is listed below.
Personnel cost for developing training materials
Item
Project Manager
Website Designer
Captivate Program
Film Producer

Quantity
260
10
200
8

Individual Price
$90
$55
$60
$75

Total Price
$23,400.00
$550.00
$12,000.00
$600.00

Hardware cost for developing training materials

Item
Server
Camera
Computer

Quantity
1
1
1

Individual Price
$500.00
$150.00
$269.00

Total Price
$500.00
$150.00
$269.00

Hardware cost for developing training materials

Item
Adobe Captivate
Internet Access

Quantity
1
12

Individual Price
$799.00
$45.00

Total Price
$799.00
$540.00

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Software cost for presenting training materials

Item
Table
Chair
Pen
Notebook
Computer
Projector
Screen

Quantity
5
10
10
10
1
1
1

Individual Price
$79.99
$59.99
$11.99
$1.29
$269.00
$399.99
$76.99

Total Price
$399.95
$599.90
$11.99
$12.90
$269.00
$399.99
$76.99

*Note: All items are based on an estimated price at Staples.com. If instructor already has
indicated items, he or she may deduct that item from estimated cost.

Technical Skills
It is an expectation that the instructional designer is computer literate. A thorough
understanding of general email, Skype, Microsoft Office 2007, and Adobe Captivate 7 skills is
essential. After creating the learning module, the product must be uploaded to a domain.
Technical difficulties were addressed through the instructional science and design instructors.
Beyond the program, additional resources would include the internet, online tutorials, and
textbooks.

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MAJOR DELIVERABLE
The final project is comprised for three different Captivate modules in addition to an
overview and introduction of the topic. The lessons include: Syringe and needle safety, types of
injections, and safety while administering. Each page opens with a landing page, a two-slide
lecture, proceeds to an interactive example, and then a practice assessment. All slides provide the
user with consistent navigation and a closed captioning option. At the conclusion of the training,
learners will be presented with a post-test quiz at the very end. The post-test will also help new
employees gauge whether or not they are improving and what they should focus on for further
review and development.
Before diving into the modules, learners are given a series of slides which contain
background information about the dairy industry, what a bovine is, why vaccination is important
and how it works, and how to read a label. This information is given in a total of six different
slides, all which are presented in a lecture format. After the lecture portion of the deliverable is
given, then learners proceed to the modules.
Syringe and needle safety is the first module in the series, types of injections is the
second module, and safety while administering is the third. All modules provide learners an
essential foundation for learning. Each of the deliverables have a total of five slides. The first is
an introduction to the topic, the following two are a lecture series, then users proceed to a visual
example, and finally an interactive assessment is required.
The final portion of the deliverable is a mandatory assessment. The assessment is a total
of six questions, all which pertain to the information presented in the deliverable. Learners are
required to earn a passing score of 80% or higher to be considered properly trained. If the learner

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does not achieve a passing score, he or she will be require to review the material until a thorough
knowledge of the topic is achieved and then proceed to re-take the assessment.

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TIMELINE AND PROGRESS REPORT

Milestones
MILESTONE

TASK

BEGIN DATE

END DATE

HOURS

Field Research

Research dairy industry

learning aids.

08/26/14

09/16/14

20

ID Proposal

Begin creating ID
document.

09/16/14

09/30/14

15

Captivate Phase One

Create initial captivate

project.

09/30/14

10/28/14

60

Captivate Phase Two

Fix glitches for final

presentation.

10/28/14

11/25/14

80

Video Production

Film the video portion of

the modules.

11/18/14

12/16/14

Media Collection

Gather logos, text,

images, and/ audio.

11/18/14

12/16/14

10

Finalized Design

Finalize design for

project.

12/02/14

12/23/14

12

Client Presentation

Meet with the capstone

client.

01/29/15

02/02/15

Website Development

Develop website layout

for publishing.

04/15/15

05/01/15

30

User Testing

Show site to peers and

faculty for usability.

12/16/15

05/01/15

15

Capstone Presentation

Prepare final capstone

presentation.

02/20/15

05/15/15

75

08/26/15

05/15/15

328
(approx.)

Totals

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Timeline
MILESTONE
Field Research
ID Proposal
Captivate Phase One
Captivate Phase Two
Video Production
Media Collection
Finalized Design
Client Presentation
Website Development
User Testing
Capstone Presentation
Totals

Aug

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

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EVALUATION AND TESTING

Functional Testing
The online modules were built and designed in phases. The first phase was the written
proposal. After approval was granted and feedback was given by the advisor, proceedings were
made to the second phase. The second phase was the creation of the modules. This included
branding, quizzes, images, videos, audio, and beta testing. Modifications were made based on the
advisors advice and feedback. The final project was then presented to the Stuyt Dairy for
additional feedback and recommendations. After adjustments had been made, the designer
finalized the production. The website was also tested for ADA compliance through accessibility
test websites.

Usability Testing
A peer focus group was used for usability testing on this capstone project. The group
contained eight Masters of Instructional Science and Technology students, nine employees from
the Stuyt Dairy, and six undergraduate students at California State University, Monterey Bay.
Testing subjects analyzed the functionality of the website navigation as well as the overall
performance and design. The group was also asked to report and give feedback on the online
learning aid. An online survey with a link to the website was given to everyone in the group. At
their individual leisure, they could navigate the instructional materials and respond to the survey.
The survey included four sections: Technical, visual, experiences, and comments. The average
number of questions in each section equated to three. The overall score given to project usability
was 4.2 out of 5, five being the highest score.

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Formative Evaluation
During the spring of 2015 the product was beta tested by a variety of Instructional Design
and Technology students as well as undergraduate students at California State University,
Monterey Bay, in addition to nine employees at the Stuyt Dairy.
The beta test used the entire eLearning module. After the learner moves through each of
the modules, he or she has the opportunity to review the material before beginning the
assessment. The end of project assessment has a total of six questions, not including the three in
module questions. Passing scores equate to 80% or higher. If the learner does not receive a
passing score, he or she will be directed to review the material and re-take the assessment.
Meanwhile, a proctor was present during the assessment. The proctors responsibility was to take
notes regarding the user interaction with the eLearning module. At the conclusion of the
prototype, beta test users completed a survey. The survey was given using Google drive. The
purpose of the survey was to gather information regarding what did or did not work for each beta
test user.
The formative evaluation assessment proved that the design of the eLearning module was
effective and the experience with the interface worked well for many. The results indicated that
learners were not aware each of the questions would be recorded to the final assessment. The
designer changed the terminology to ensure users were aware. Furthermore, learners requested
more feedback in the assessment such as why an answer would be reported incorrect.
Nonetheless, learners stated the directions and information was clear, concise, and easy to
understand. Learners reported that the pace of the voice over was deliberate and methodical; yet,
the closed captioning capability provided additional convenience in the event additional review
of material was needed. Each learners favorite component was the videos due to the fact that it

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was an insightful learning tool. Overall, the outcomes of the usability testing recorded positive
feedback from learners.

Summative Evaluation
To ensure there was effective learning, a summative evaluation was conducted during the
spring of 2015. The test subjects were given a pre and post-test to see if the beta module is an
effective learning tool. Assessments were paper based for both pre and post-testing. In terms of
the pre-test, it was given on the first day everyone met. After the end of the weekend, the posttest was administered. The research hypothesis, as shown below, states that the test scores will
increase after learners use the vaccination safety education module. The figure confirms that the
module is an effective way to learn the instructional content.

The null hypothesis indicates that the mean of the pre-test score minus the mean of the
post-test score will be greater than or equal to zero. Due to the fact that the pre and post-test data
are dependent, reviewers ran a t-Test which pairs two samples for means. Considering the null
hypothesis is directional, the one-tail values are used to establish statistical significance. For
comparison and referencing purposes, the data analysis in the figure below was computed using
Microsoft Excel.

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The absolute value of the t Stat is 5.68 while the t Critical value is 1.86 for 8 degree of
freedom. Since the t Critical value is less than the absolute value of the t Stat, the null hypothesis
is rejected (|t|=5.68, p<.01). The data comparison proactively supports the hypothesis and
supports the idea that this set of educational module is an effective instructional tool for learning
basic dairy vaccination safety.

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FINAL THOUGHTS
Community members of the dairy industry in the town of Escalon, California will
continue to use this module as both an efficient and effective tool when working with and hiring
new employees. The designer believes that members of the dairy industry find the module to be
an effective way to guide employees to more streamlined and safer habits. After seeing a positive
change, the designer will continue to work with members of the dairy industry to build a wider
variety of modules.
Overall, the designer has gained new insights on what it takes to build a full working
online interactive e-Learning module. Time management, video production, and workflow are
only three of the several skills the designer improved on throughout the duration of this project.

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APPENDIX
Formative Evaluation Question Samples
(1) What do you hope to gain from this instruction?
(2) Were the directions easy to follow?
(3) Did the narration move at a good speed?
(4) Where the interactive learning modules engaging?
(5) Did you find the activities to be engaging?
(6) Did you feel as though you received ample time to receive training?
(7) Did the assessment challenge you?
(8) Are you confident that you are aware of all aspects of dairy safety?
(9) Do any areas of the instruction need improvement?
(10) Is there additional information you still have questions about?

Summative Evaluation Question Samples

(1) Did you find the eLearning module to be interactive?
(2) Were the directions clear and concise?
(3) Did you find the activities to be engaging?
(4) Have you experienced any safety concerns?
(5) Was the assessment challenging?
(6) Were there any areas which you need more training?
(7) Has there been a difference in your awareness?
(8) Do you feel there needs to be more content?
(9) Do you feel online learning is effective in the workplace?
(10) Is there additional information you still have questions about?

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REFERENCES
Burns, C. M., Byler, L. I., Kiernan, N. E., & Sischo, W. M. (1997). Implementing a quality
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http://www.sciencedirect.com/science/article/pii/S0022030297759988
Connelly, L. (2013, October 10). Farm safety is about more than just tractors. Hoard's
Dairyman.
Constructivism | Learning Theories. (n.d.). Retrieved September 24, 2014.
Dairy Australia. (2013). Health and safety risk management. Retrieved from
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