Beruflich Dokumente
Kultur Dokumente
Laundry Tutorial
EDUC 765: Trends and Issues in Instructional Design
By: Vanessa Roberts
First Submission in Module 2 [05/13/2015]
Second Submission in Module 3 [05/20/2015]
Third Submission in Module 4 [05/28/2015]
Fourth Submission in Module 5 [06/11/2015]
Final Submission in Module 6 [6/23/2015]
Sponsoring Organization
The Roberts Family
Family unit of 5, including three children ages 7, 3 and 8 months, dedicated to raising wellmannered, responsible, clean and thoughtful children that will contribute to the greater good of
society as adults.
Project Description
Laundry in a large, active, family often exceed the capabilities of one person. A backlog of
laundry prompts team members to attempt to assist with laundry duties, however lack of training
leads to damage, shrinking, and wear and tear on delicate garments. Laundry duties need to be
expanded to all members of the family capable of operating the equipment. Clothing is a large
expense, and losses due to improper use of equipment could be mitigated with instruction.
Aim
Expand laundry duties to more family members in order to ease accumulation of both dirty
laundry to be washed as well as clean laundry to be sorted, folded or hung, and put away.
Target Audience
Adults and children 7 years and older within the household. Tutorial can be expanded and
adapted as needed to be utilized by additional families, group homes and institutional settings as
well as a potential larger audience.
Delivery Options
Face-to-face instruction as well as print material will be utilized. Target audience for instruction
is small and will require hands-on instruction.
Cause Analysis
Environmental Factors
1. Individual interviews conducted with the target
learning audience determined that often team
members are unsure if laundry is clean or dirty.
Laundry baskets are not labeled and lack of concrete
procedure causes confusion. Interviews also
uncover a complete lack of understanding about how
much and what type of laundry soap to use as well
as what washer and dryer settings are appropriate
for various types of laundry. Younger team members
expressed concern about carrying heavy/overly full
baskets up and down the stairs.
2. In order to expand laundry duties, in addition to
instruction, an improved system for sorting and
transportation will need to be implemented. More
baskets will need to be purchased and clearly labeled
to insure that individuals can easily understand what
step in the process the laundry is in.
3. Although there are consequences for not keeping up
with the laundry, such as lack of selection when
determining an outfit for the day or having to reuse a
dirty towel after a shower, these consequences do
not appear to be strong enough to elicit action from
team members. Additionally the incentive of being
able to easily see and select clothing options does
not prompt individuals to assist in sorting and putting
away laundry.
Individual Factors
1. All team members that will be taking on laundry
duties possess the skills and abilities to perform the
tasks, with the exception of the youngest team
member needing assistance carrying heavier/more
full baskets up and down the stairs.
2. Currently there is little to no expectation to help with
the laundry, motivation to implement and learn a
new system is low.
Contextual Analysis
Orienting Context
Learners are hoping to gain a concrete understanding of the laundry
process.
Learners understand that implementation and instruction of new
laundry process will create a cleaner and smoother functioning family
unit. Less time will be wasted searching for items lost in a laundry
backlog.
Learners understand that upon completion of the tutorial, they will be
expected to fully participate in laundry duties.
Learners may not fully understand the complexity of the laundry
process; and consequently underestimate the scope of instruction.
Instructional Context
Course will take place during a one-week period during summer break.
Sessions will be a short 30 minutes due to limited attention span of the
learners.
Noise of active young children could potentially interrupt instruction.
The majority of the course will require the participants stand and move
through out the various areas of the house that laundry functions are
performed.
Equipment to be provided by instructor includes: Various laundry
baskets, hampers, stools, front loading washer and dryer.
Transfer Context
Instruction will be hands on and learners will move though out the
house so as to gain physical experience with the procedure.
Learners will have immediate and frequent opportunities to implement
this new skill set. Time for laundry duties will be built into individual
schedules.
Instructor will be available at all times for questions and help.
Ample positive reinforcement, in the form of praise, T.V. time and
family ice cream outings will be supplied by instructor to learners for
applying their new skill set.
Task Analysis
Procedural Analysis
1. Sort dirty laundry
1. Dirty clothing should be placed in the correct hamper immediately after
removal
1. Clothing with a normal level of dirt/use should be placed in a Dirty
Clothing hamper
1. Dirty Clothing hampers are labeled and located in all bedroom
closets
2. Exceptionally dirty/stained/smelly laundry should be placed in the
Needs Extra Love hamper
1. Needs Extra Love hamper is labeled and located in the Master
Closet
3. Delicate clothing, should be placed in the Delicates hamper
1. Delicates hamper is located in the Master Closet
2. Used towels should be placed in a Used Towels hamper
1. Used towel hampers are located in the master bathroom and the
common area of the childrens bathroom
3. Used kitchen linens should be placed in the Dirty Kitchen Linens hamper
1. Dirty Kitchen Linens hamper is located in the laundry room
2. Wash Dirty laundry
1. Laundry is to be washed when the hamper is full to the top, but not
overstuffed or overflowing
1. If fitting laundry into the hamper takes effort, it is too full.
2. Hampers should be carried to the Laundry Room and clothing placed in the
washing machine
1. Normal clothing
1. Place clothing in the washer so that washer basket is full, but
not overstuffed. Washer basket should have 2 inches of
headroom.
2. Close washer door
1. Inspect the door to ensure no garments are trapped in
between door and gasket
3. Add soap
1. Pull out soap dispenser drawer.
2. Add 4 Pumps of Method brand laundry soap to the
compartment labeled detergent
1. Method brand laundry soap is located on the
counter next to the washer
3. Close soap dispenser drawer
4. Select wash cycle and preferences
3. Bath towels
1. Fill the washer basket
1. Place towels in the washer so that washer basket is full,
but not overstuffed. Washer basket should have 2
inches of headroom
2. Close washer door
1. Inspect the door to ensure no garments are
trapped in between door and gasket
3. Add soap
1. Pull out soap dispenser drawer
2. Add 4 Pumps of Method brand laundry soap to
the Compartment marked detergent
1. Method brand laundry soap is located on
the counter next to the washer
3. Close soap dispenser drawer
4. Close the washer door
1. Inspect the door to ensure no towels are trapped
in between door and gasket
5. Select wash cycle and preferences
1. Turn the silver dial on the top front of the
machine to select WHITEST WHITES
2. Depress the button labeled DEEP CLEAN WITH
STEAM until the blue light in the center of the
button comes on
6. Start the cycle
1. Depress the Power/Pause button until a blue
light comes on in the center of the button
7. Label the load
1. Select the magnet that reads Towels from the
side of the washer and place it on the front of the
washer under the washer display
4. Delicates
1. Only adults should wash delicate laundry
1. Fill washer basket
2. Remove each article of clothing and read care
instructions carefully. Follow the directions on the label
3. Select appropriate soap according to the garment label.
1. Method laundry soap is located on the counter
next to the machine
2. Woolite laundry soap for delicates is located in
the top right cabinet of the laundry room
4. Select appropriate wash cycle according to garment
label
5. Select appropriate water temperature according to
garment label
6. Start the cycle
1. Depress the Power/Pause button until a blue
light comes on in the center of the button
7. Label the load
1. Select the magnet labeled delicates from the
side of the washer and place it under the washer
display
5. Kitchen linens
1. Only adults should wash kitchen linens
1. Fill washer basket
2.
3.
4.
5.
6.
Given a pile of dirty laundry, learners will correctly place each article in
the appropriate hamper with no remaining clothing in the pile.
Cognitive, Application
Given a pile of dirty laundry and a hamper, learners will fill the hamper
to the top with zero overflow. Psychomotor
Given a full laundry hamper learners will carry the hamper to the
laundry room with zero spill age or falling. Psychomotor
o Learners will properly pick up basket so as to ease back strain.
o Learns will identify if a hamper is too heavy to safely carry down
the stairs.
o Leaners will carefully walk down the stairs.
o Learners will place basket in the laundry room.
Learners will effectively fill washing machine with dirty laundry
according to guidelines outlined it the course. Cognitive, Application
o Learners will place clothing or towels in washer so that washer
basket is full but not overstuffed. Cognitive, Application
o Learners will gently close washer door with zero material stuck
between washer door and door gasket. Cognitive, Application
Learners will start the washing machine according to course guidelines
using posted charts.
o Determine what type of soap or soaps to add to the soap
dispenser drawer according to the Soap Chart. Cognitive,
Application
o Determines if clothing is normal, delicate, towels or kitchen
linens.
o Learners will select the proper wash cycle and preferences
according to guidelines on the Cycle Selection Chart for the
type of laundry to be washed. Cognitive, Application
Learners will select cycle and preferences according to the guidelines
outlined on the Cycle Selection Chart for the type of laundry to be
dried. Cognitive, Application
A job aid for selecting soap for various types of laundry. This is to be used by
learners during and following instruction
REFERENCES
ListofMeasurableVerbsUsedtoAssessLearningOutcomes.(n.d.).RetrievedJune22,2015,from
https://www.clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml
PerformanceAnalysisinInstructionalSystemDesign.(n.d.).RetrievedJune22,2015,from
http://www.nwlink.com/~donclark/hrd/isd/analyze_system.html
PsychologyToday.(n.d.).RetrievedJune22,2015,fromhttps://www.psychologytoday.com/basics/sociallearning
theory
TheWhysandWhatsofLearningObjectivesinInstructionalDesigning.(2007,March5).RetrievedJune22,2015,
fromhttps://writersgateway.wordpress.com/2007/03/05/22/
Instructional Need
Unsatisfactory/Emerging
Basic
Profic
Clearly articulates t
Target Audience
Analysis
Primary audience
2.
Primary au
1.
Primary audience
2.
Secondary
2.
3.
General Le
characteris
3.
General Learner
characteristics
4.
Entry Char
3.
4.
Entry Characteristics
5.
Contextual analysis
4.
Entry Characteristics
5.
Contextua
6.
Potential audience
misconceptions
5.
Contextual analysis
6.
Potential a
misconcep
6.
7.
Potential audience
misconceptions
7.
How woul
audience o
diverse aud
instruction
7.
Analysis distinguish
identified.
Front-end Analysis
Project briefly answers 2 or less of
following questions:
1.
1.
1.
How will y
learning th
portfolio p
are your T
2.
2.
2.
What did y
inventory r
3.
3.
3.
How will y
motivation
your target
1.
1.
1.
What is th
which the
knowledge
2.
2.
2.
What type
will you pe
Project includes a w
or task analysis.
Goals, Terminal
Objectives, and
Enabling
Objectives
Enabling objectives
performance-based;
include abstract per
abstract performances.
Expanded
Performance
Matrix (EPM)
EPM is complete. O
sequenced. Classifi
objective is accurat
strategy and activity
for the objective an
Evaluation Plan
1.
1.
the purpos
evaluation
audience
2.
audience
3.
issues
3.
issues
resources needed
4.
resources needed
4.
resources n
5.
evidence
5.
evidence
5.
evidence
6.
data-gathering techniques
6.
data-gathering techniques
6.
data-gathe
7.
7.
type of formative
evaluation (connoisseur-based,
decision-oriented, objectivesbased, or public relations
inspired)
7.
type of for
evaluation (c
based, decisi
objectives-ba
relations insp
8.
8.
implementation time
(when will the evaluation be
conducted).
8.
implemen
will the evalu
conducted).
1.
2.
audience
2.
3.
issues
4.
Module
Instructional
Content
Module is complete
terminal objective,
objectives, the cont
support the objectiv
instructional strateg
content provided su
learning objectives.
instruction is effect
objectives and targe