Design Document for

Facility Training for High Containment Laboratory Managers

By Lisa Burley
Course URL: https://elleburley.weebly.com

Purpose of the Course The intended purpose of this course is to decrease the occurrences of researchers entering or working in
high containment laboratory facilities when it is not safe to do so through increasing knowledge of
laboratorians on how the laboratory facility protects them and what risks are associated with working
in the laboratory during power outages and failures.

Audience Description This training is intended for individuals that manage (laboratory managers) biosafety level 3/High
containment laboratories in the Microbial Sciences Building on UW-Madison’s campus. The content of
this training would be useful to all researchers working in high containment laboratories throughout
campus, regardless of their role within the laboratory and its physical location.
All learners are:
• Adults (above 18 years of age).
• Have at least one degree (B.S.) in higher education, several have completed more advanced
degrees (M.S.).
• Have experience conducting research in a laboratory setting.
• Have at least four years of experience in the laboratory manager role.
• Are able-bodied: can sit, walk, and stand for average distances and time increments.

Major Course After completing this unit, the learner will be able to determine whether airflow is working properly in
Objectives (Terminal) the laboratory using visual cues of stack lights and air pressure monitors.

Course Enabling Enabling objective: Identify airflow direction in the laboratory by drawing arrows on a laboratory
Objectives blueprint.

Enabling objective: In less than 30 seconds, list the appropriate actions to take based on the color of
stack light.

Enabling objective: Given the normal range for an air pressure monitor, determine whether airflow in
the laboratory is working properly in less than 30 seconds.

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RLO Enabling In less than 30 seconds, list the appropriate actions to take based on the color of stack light.
Objective

Learning Assessment There will not be a singular summative assessment at the end of the course, but several assessments,
for Course each one associated with an enabling objective.

Assessments will consist of mastery quizzes as well as demonstrating mastery by drawing arrows on a
laboratory blueprint, indicating airflow in the laboratory.

Learning Assessment Assessments will be scenario based. What is learned in this RLO will be directly applied to their
for RLO behavior in the laboratory. Incidents in the laboratory are not predictable, researchers should be
prepared to reason through situations and react appropriately.

Scenarios will be presented to learner and a list of actions will be displayed. Learners will choose an
action and see what consequences that action leads to, providing them feedback on their choice.
Learners will be returned to the original list of actions until they choose the right action based on the
presented scenario.

The learner will receive a passing score when they have successfully worked through all presented
scenarios.

Instructional Delivery This training will be delivered in an online and face-to-face format that includes instruction in a
method for Course traditional classroom as well as laboratory spaces. A short, on-line, module will be required by learners
(overall) before attending the in-person session. The intended purpose of the on-line module is for learners to
obtain baseline knowledge on the concepts to build upon them in the classroom.

A face-to-face format is the preferred delivery for this instruction, so laboratory managers can meet
each other to network, and so that they have an opportunity to meet and become familiar with the
individuals they need to contact for communication regarding laboratory facility issues.

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 The main instructional strategy will be direct instruction consisting of the following elements:
Instructional Strategy
for RLO
• Introduction: This will set the scene for the learner and provide justification for learning the
topic.
• Objectives: This will provide the learner with expected outcomes of the RLO.
• Mastery lecture: The information will be presented in a narrative, starting first with what a
stack light is and what their intended purpose is. The lecture will continue to explain what the
different color of stack lights indicates, and what actions laboratorians should take according to
the stack light color.
• Apply: Scenario-based assessment.

Media The media that will be used in the RLO will include:
• Text
• Photgraphs
• Diagrams
• Laboratory blue prints
• Audio narrative

508 Accommodations The following features will be included to meet the section 508 requirements of the Disabilities Act:
• Closed captioning will be available
• Sufficent color contract of text for readibility
• Font style and size of text will allow for readability
• Each screen will have a clealy stated title
• Time on screens will not be limited

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Course Structure This is a one-day, four-hour, course designed for researchers working in high containment laboratories.
Description Course content is structured into instructional units.
On-line Module:

Unit 1: Introduction
Unit 2: Laboratory Facility Basics (containment, equipment, safety, air handing)

Classroom and Laboratory Module:

Unit 3: Identifying Airflow in the Laboratory

Unit 4: Identifying Exposure Risks
Unit 5: Effective Communication for Incident Response

Seat Time of Course Online Module: This is a prerequisite module for learners before attending the classroom session. This
module should take 30-45minutes depending on the pace of the learner.

Classroom and Laboratory Module: This second and last module of the course will last
approximately 3 hours.

Total Seat Time of Course: 4 hours

Seat Time of RLO 20 minutes

RLO Outline RLO: Appropriate Actions for Responding to Stack Lights (see Appendix A)

RLO Flowchart RLO: Appropriate Actions for Responding to Stack Lights (see Appendix B)

Screens/Pages in RLO 13 Screens

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Knowledge Checks or There will be two knowledge checks and one mastery quiz.
Other Assessments or
Practices for RLO __1__Dichotomous (T/F, Y/N, etc.)
__1__Multiple Select
__3__Drag and Drop/Matching

Rollovers/click events There will be a total of six rollover events and one click event outside of navigation
__6__Rollovers
__1__Click Events

RLO Navigation The following navigation features will be integrated in the RLO:
• Menu (fixed on screen)
• Paging buttons (next, back, pause, play, exit)

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Screen Layouts for Title Content
RLO

Interactive Knowledge Check

Development Tools • Power Point

for RLO • Audacity
• Adobe Captivate

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Ownership The Select Agent Program in conjunction with the Office of Biological Safety will develop the initial
course; however, Engineering and Technical Services will maintain the course. This course is being
developed for the University of Wisconsin-Madison.

Development Time of Development Time for the Entire Course will be one month, based on a forty hour per week standard
entire course and work schedule.
RLO
Development Time for the RLO will be 43 hours based on the following:
• Creating the narrative and completing voice recording, including editing (8 hours)
• Developing scaffolding and navigation structure within the software (3 hours)
• Creating content within the software (12 hours)
• Acquisition and creation on photos or graphics (4 hours)
• Creating scenario-based mastery quiz (6 hours)
• Learning software and troubleshooting within the software (8 hours)
• Uploading into LMS including technical difficulties (2 hours)

Support requirements SMEs: Instructional Designer will work with facility engineer and laboratory digital control specialist
for RLO and course to develop content.

Design/Development: All aspects of the course and RLO design and development will be completed
by the Instructional Designer. This will include narrative, image and graphic acquisition or
development, voice recording, animation development, assessment, and upload to the LMS.

Content Review: Facility engineer and digital control specialist will review course content for
accuracy, consistency, and grammatical errors

RLO Testing: Two individuals will test the RLO to ensure functionality and appropriate content. One
individual will be from the office of biological safety, the other individual will be a laboratory manager
of a high containment laboratory.

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

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 Instructional Designer Date

Project Manager/Sponsor Date

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Appendix A

RLO Outline: Appropriate Actions for Responding to Stack Lights

1) Title Slide
a) Title of the RLO
i) Appropriate actions for responding to stack lights
b) Coordinating departments and offices that created this training
i) UW- Select Agent Program
ii) Office of Biological Safety
iii) Engineering and Technical Services
2) Introduction
a) Why the content of this RLO is relevant to job tasks
3) Objectives
a) To recall what the different colors of the stack lights signify
b) To determine what actions to take based on the color of a stack light
4) Lecture
a) What a stack light is
b) Location of stack lights in the research facility
i) Outside main laboratory door
ii) In the main room of the laboratory suite
c) The color of stack lights
i) Why stack lights change color
(1) They are tied to the air handing system. They are a visual representation of what is happening with the air handing system.

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 ii) What a green color stack light means
(1) Green light means that the air handing system is working as intended, air supply and exhaust are running.
iii) What a red color stack light means
(1) Red color means that the air handling system is not working properly, there is no air supply or exhaust in the laboratory
iv) What an amber color stack light means
(1) Amber color stack light means that the air handling system is attempting to restart, air supply and exhaust is slowly ramping up to
full speed.
d) Behavior based on stack light color
i) When outside of the laboratory
(1) Green
(a) Green light means it is safe to enter the laboratory space
(2) Red
(a) Red light means that you should not enter the laboratory
(b) Post a sign on the laboratory door
(c) Contact the facility engineer.
(3) Amber
(a) Amber light means that you should stay outside of the laboratory until the light turns green
(b) Facility engineer should be contacted.
ii) When inside the laboratory
(1) Green
(a) Green light means you are safe to continue all regular laboratory actions.
(2) Red

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 (a) Red light means that you should leave the laboratory immediately, but still following normal exit procedures and
decontamination steps.
(b) Post do not enter sign
(c) Contact facility engineer
(3) Amber
(a) Amber light means you should stop the work that you are doing
(b) Remain in the room that you are in
(c) Do not exit the laboratory space.
5) Apply
a) Scenario-based branching mastery quiz
6) Summary
a) Stack lights are a visual display of what is happening with the air handling system
b) If the stack light is anything but green, communication steps with facility engineers is required
7) Final Screen
a) Message of completion of the RLO

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Appendix B

RLO Flowchart

RLO Outline: Appropriate Actions for

Responding to Stack Lights

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