Clicker Training

E-learning for Animal Shelter Volunteers

Team 4: IST524-30
Ferlynn Yankiling Dr. Sarah Evanick
Rebecca Green Fall 2021
Course Focus
This course is for animal shelter volunteers who want to learn to conduct clicker training with dogs housed in
the facility.

This is an introductory course that will:

● Lay the foundation for the theory behind clicker training
● Explain the use cases for clicker training
● Deliver instruction on the fundamental steps for implementing clicker training
Learning Management System (LMS)
This course will use the Learn Worlds LMS.

Learn Worlds is a popular LMS for small/medium businesses and

nonprofits.
It supports:
● Mac and Windows platforms
● Mobile applications
● Mainstream browsers: Safari, Chrome, Firefox, and Internet Explorer
● Course discussions and assignments
● Video conferencing
● Learning paths
● Asynchronous, synchronous, and blended learning
Visual Design
This course will be designed using the color scheme and style guide of the organization.

The e-learning modules will have a consistent design in terms of buttons, navigation, and instructions. (Iyer,
2016) These features will be organized and checked for universal accessibility.

The look-and-feel will be very bright and positive to support learner motivation.

A course map will be provided to help the learner navigate and track their learning progress.
Learning Theory and ID Model
Although the clicker training itself uses a behaviorist approach to train the animals, this course will use a
cognitive-apprenticeship approach in which the master of a skill teaches that skill to an apprentice
(Edmondson, 2006; Reiser & Dempsey, 2018).

● Instructor will perform modeling (via e-learning videos and workshops) and coaching (via workshops)
● Learner will progress through three stages of skill acquisition:
○ Cognitive - learn principles of clicker training via e-learning modules
○ Associative - practice applying principles via e-learning quizzes/activities and workshops;
misconceptions are resolved; understanding is reinforced
○ Autonomous - skills are honed with continued feedback/coaching via workshops
 Blended Learning Approach
This course will follow a blended learning approach that includes e-learning, coaching, and performance support.
(Reiser & Dempsey, 2018)

Series of online learning modules:
● Foundational content with
supporting scenarios and images
● Quizzes to check for
understanding
● Guided practice videos
Workshops* with a certified animal
behavior training instructor:
● Practice clicker training techniques
with a live animal
● Receive feedback and coaching
from instructor.
Performance support:
● Cheat sheet of basic steps and
rules in the form of a poster in
the shelter training room
● Use of mnemonic devices

*The workshops will be offered both online

These modules serve as prerequisite
(synchronous with video) and in-person at the
learning for the subsequent workshops. animal shelter. The learner chooses the format
they prefer.
Asynchronous & Synchronous
This training will provide learners with both asynchronous and synchronous learning experiences.

Asynchronous: Asynchronous instruction will be in the form of e-learning modules where the learner sits down
and reviews the modules whenever they want and as many times as they please. This approach offers the
learner flexibility to learn at their own pace and provides a cost-effective learning solution that doesn’t require
travel since some participants may come from different regions. We want to make this experience inclusive to
the learners in this training.

Synchronous: Synchronous instruction will be in the form of a series of practice workshops where the learner
will carry out what they’ve acquired from the e-learning modules. The synchronous workshops are offered in
person at the shelter OR online via videoconference (two different sessions). During the workshops, instant
coaching, feedback, and Q&A is provided by the instructor. This allows the learner to practice techniques under
observation by the trainer who can provide support in real time. If the online workshops are selected, then the
learner will be on camera to demonstrate their technical skills to the instructor and receive feedback virtually.
Rich Media
We will create a learning module that incorporates video and audio for Clicker Training. By providing learning
modules with video and audio to our participants, we will demonstrate the model of human learning processes.
In line with Clark and Mayer, “learning is a change in the learner’s knowledge caused by the learner’s
experience.” (Reiser & Dempsey, 2018, pg. 260). For our participants to gain an understanding of our training, we
have to make sure learning happens through the information processing system that includes 3 memory stores:
sensory, working, and long-term memory.

The learning module with video and audio will have learners engage in comprehension activities such as:
● Content with supporting scenarios
● Quizzes for understanding the material
● Practice videos to guide learners applying the methods

When instruction is dispatched with video and audio, the information is delivered through the learner’s ( sensory
memory) by hearing, (working memory) by sounds, models and images, lastly, (long-term memory) by prior
knowledge and then obtaining new knowledge.
Intentional Learning Outcomes
This training is for “companionship and enrichment” volunteers who want to stretch their role by developing
new skills. Being able to use clicker training with shelter animals is a volunteer’s next step toward being able
to work with more challenging animals.

The desired outcomes for this training are:

1. The learner will be able to explain the basic theory and principles that support clicker training
(foundational knowledge).
2. The learner will be able to distinguish between using clicker training for capturing, luring, and shaping
animal behavior.
3. The learner will feel confident applying proper clicker training techniques in the shelter environment.
Triangulated Alignment
Through use of task analysis, the objectives, learning activities, and assessment will be aligned and interdependent
(Reiser & Dempsey, 2018). For example:

Objective: Activities: Assessment:

The learner will be able to
apply the cue, click, and
reward steps in the correct
sequence.
● Read/listen to information on the The learner demonstrates to
steps and sequencing the instructor the three steps
● Watch a video demonstration of the (cue, click, reward) in the
steps and sequence correct sequence.
● Engage in a simple interactive video
quiz to check for understanding
● Practice applying the steps in order
● Attend a workshop and practice the
steps under observation
Content Organization
The Learn Worlds learning management system (LMS) will house:
● Foundational e-learning course organized by modules
● Quick links to: external online resources, a master collection of videos from the e-learning course modules, and
printable/downloadable performance support tools
● Social support in the form of a Q&A/discussion board
● Information on the distinct synchronous workshop offerings

The e-learning course (developed in Storyline or Camtasia) will be organized into five modules:
● Introduction of the reasons and motivation for using clicker training and the theories and principles that support it
● Clicker basics covering the supplies, environment, and techniques
● How to use clicker training for capturing animal behavior
● How to use clicker training for luring animal behavior
● How to use clicker training for shaping animal behavior

Each module will contain text, images, video, scenarios, and quizzes.
Content Organization, continued
Each synchronous workshop will focus on a specific technique:
● Capturing skills
● Luring skills
● Shaping skills

The instructor will check the learner’s understanding of the e-learning course material.

The instructor and learner will engage in a hands-on practice cycle:

● Instructor models the featured technique
● Learner engages in a practice activity under observation
● Instructor offers feedback and coaching and corrects any misconceptions
● Learner adjusts and fine-tunes their approach
● Cycle repeats...
References
Edmondson, R. S. (2006). Evaluating the effectiveness of a telepresence-enabled cognitive apprenticeship model of
teacher professional development [Doctoral dissertation, Utah State University]. ProQuest LLC. retrieved from
https://www.instructionaldesign.org/models/cognitive-apprenticeship/

Iyer, S. (2016, January 29). 6 e-learning best practices. eLearning Industry.

https://elearningindustry.com/6-elearning-best-practices

Reiser, R. A. & Dempsey, J. V. (2018). Trends and issues in instructional design and technology. (4th ed.). Pearson.