EDCI 569 Paper Prototype: E-learning Project Proposal

7/25/2019 EDCI 569 Paper Prototype: E-learning Project Proposal

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Running head: FOOD SAFETY AND HYGIENE EDCI 569

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Assignment 2: E-learning Project Paper Prototype

Introduction to Basic Food Safety & Hygiene

Danielle L. Moffat

Purdue University


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Assignment 1: E-learning Project Paper Prototype

Context and Learners

Brightwing Breweries (BB) is a small but rapidly expanding independent group of 5

gastropubs in the UK. To date staff training has been undertaken on a fairly informal, face-to-face

basis at each venue as part of a one-day new staff induction session. Each venue has an appointed

training supervisor who undertakes new staff inductions. During the staff induction session the

training supervisors complete a list of checkboxes as they run through the various induction topics

covered. Following induction the new members of staff are required to sign a form to confirm that

they have undergone the training, a copy of which they are provided with together with a copy of

the staff handbook which reiterates and provides further detail regarding the content of the verbal

induction session.

In light of the groups plans to double its number of venues within the next two years, a

Board-level decision has been made to implement a formal, group-wide staff professional

development program in order to promote uniformity of training and standards across the

organization as well as to ensure its full compliance with European and UK Health & Safety

regulations and legislation. As part of the new training program, each member of BBs staff will

be provided with a personalized professional development plan taking in to account any relevant

and current prior training they have previously undertaken.

BB are interested in utilizing cloud-based technologies, such as cloud ERP, to reduce costs

as well as to improve and streamline their business operations. As part of this initiative the Board

have commissioned the design of a bespoke LMS to serve as a platform for the groups new

professional development program. It is intended that each member of BBsstaff will have their


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own professional development profile in the LMS through which they will access the training

courses they are required to take as part of their personalized plan as well track their progress.

This paper prototype sets out the intended design of an e-learning module intended to form

part of a wider induction training course that all entry level floor and kitchen staff (namely, those

who have not worked in the hospitality industry before) will be required to undertake. The module

is divided in to a series of topics covering basic food safety and hygiene requirements and

processes and is intended to be hosted in the LMS. Given that the group LMS is presently under

development, the initial digital prototype of this e-learning module will initially be hosted on a

webserver and made available for review by BB via this instructional designerswebpage.

Entry level staff will undertake the e-learning module during an induction training week

that will take place immediately prior to commencement in their role with Brightwings. The target

learner group demographics are presumed to fall in line with the most recently published UK

hospitality and tourism labor market statistics: 57% of the workforce is female; 44% are under the

age of 30 (with 31% of the same being aged between 16-24); 85% of the workforce describes their

ethnicity as white and the remaining 15% as black or minority ethnic groups (People 1st, 2013).

It is intended that the learners will undergo a preliminary training module covering how to

navigate and use the LMS and online training courses. Therefore prior knowledge in that regard is

presumed. Learners will undertake the online training modules on dedicated training computers

provided in the offices of each of BBsvenues. During online training sessions learners will be

provided with a pencil and paper pad for note taking. Passing the basic food safety and hygiene

module post-test with a score of 80% or more will be a mandatory requirement of the induction

process.


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Objectives

Magers (1997) form for writing instructional objectives has been adopted in relation to the

formation of the instructional objectives that are set out in the following table.

Table 1

Instructional Objectives

Instructional goal Instructional goal with Performance Context

Utilize correct food safety and

hygiene best practices andprocedures when working with

food in line with European and UK

regulatory and legal requirements

When working (handling, preparing and storing) with

food, successfully utilize food safety and hygiene bestpractices and procedures. The degree of implementation

of those practices and procedures in the workplace will

be observed and used to judge achievement of this goal.

Terminal Objective with Learning Context Added

Following the undertaking of an e-learning moduleintroducing fundamental food safety and hygiene best

practices and procedures, the learner will successfully

answer 20 multiple choice questions relating to thosepractices and procedures. Successful completion (80%

and above) of the multiple choice question post-test will

be used to judge achievement of this goal

Main Step in Instructional Goal Performance objective for Main Step

Identify major types of

contaminants, examples of thosecontaminants and measures forpreventing transference of those

contaminants in to food

Given a list of types and examples of contaminants

together with preventative measures with 7 list itemsremoved and set aside, the learner will insert all of theremoved items back in to their correct places in the list.

Carry out hand washing according

to the proper procedure

Given an instructional video demonstrating correct hand

washing techniques and a series of step by step

diagrams depicting the same, the learner will practicethe hand washing technique at least 3 times following

which they will correctly undertake hand washing using

the proper procedure.

Identify major types of pests andtheir specific signs of infestation Given a list of major types of pest found at commercialfood premises and their specific signs of infestation with6 list items removed and set aside, the learner will insert

all of the removed items back in to their correct places

in the list.


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Describe the importance of keepingfood preparation areas clean

Given a quizlet comprising 3 true/false questionsrelating to the importance of ensuring food preparation

areas are kept clean, the learner will correctly answer all

questions in the quizlet.

Identify good personal hygienepractices Given a food safety poster describing good personalhygiene practices from which 5 elements have beenremoved and set aside, the learner will correctly insert

all of the removed items back in to their correct places

in the poster.

Describe temperature controls

procedures

Given a series of 6 written scenarios relating to the

cooking or storage of food, the learner will correctlychoose the proper cooking or storage temperate from

two possible options in 5 out of 6 of the scenarios.

Course Outline

The module is designed to be undertaken once and in one sitting. The module is linear in nature;

the learner progresses from one topic section to the next with the ability to browse backwards

through the slides should they so wish (however, in the context it is unlikely that they will wish or

require to do this). The only stage of iteration built in the module is in the final quiz where learners

failing to achieve the pass grade of 80% will be directed to retake the multiple choice questions

they have answered incorrectly until they have achieved the required pass grade. Given that the

learners are directed to take handwritten content notes as they progress through the module and to

use the notes to aid them while undertaking the untimed test it is anticipated that the majority of

learners will pass the test on the first attempt.


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Topic Section Outline

1. Introduction

2. Importance of Food Safety

2.1.Warm-up Activity

3. Contamination

3.1.Chemical and Physical Contamination Drag and Drop Sorting Exercise

4. Cross-contamination

5. Hand washing

5.1.

Hand washing Practice Exercise

6. Pests

6.1.Pests Drag and Drop Exercise

7. Cleaning

7.1.Cleaning Quizlet

8. Personal Hygiene

8.1.Personal Hygiene Drag and Drop Jigsaw Exercise

9. Cooking and Chilling

10.Final Quiz

10.1.Certificate of Completion

11.Follow-up Activity Instructions


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Slides, Course Content and Layout

Visual Design Slide Template

Slide: A simple visual design layout has been selected with its style and palette in keeping with

Brightwings branding. Belwe Lt BT font in dark grey color will be used throughout

.

Figure 1. Slide template layout.

Navigation: The e-learning module will be created using Captivate 7 which provides a number

navigation bar layout and functionality options. A simple, easy to use navigation bar format has

been selected, which allows the learner to move forward and backwards between slides as well asincrease the audio volume. A progress bar allows them to track how far they have moved through

the module as a whole. Each topic slide has a MainMenu button which will return the learner

to the main navigation menu should they wish to revisit earlier topics this button will onlybecome active once a slide has played the whole way through. The Main Menu button will not

feature on assessment slides.


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Buttons:Buttons will have a dark wood texture with light yellow colored text, as can be seen in

the Main Menu button above.

Navigation Slide: [Note: following review of the final instructional plan, a navigation slide is no

longer considered necessary or helpful to the learner given that the module is designed to be taken

one time in a single sitting. The slide layouts, which were completed prior to making this decision,include a Main Menu button; however, please note that the buttons will not be included in the

final project.]

Cover slide

Figure 2. Cover slide layout.

Navigation: This slide will automatically play and transition in to Slide 1.

Slide 1: Introduction

Narration:Welcome to this introduction to the basics of food safety and hygiene. In this module

you are going to learn about one of the most important aspects of your job working in the

hospitality industryhow to keep food safe.


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In this module you will learn about the 4Cs of food safety and hygieneCross-contamination,

Cleaning, Chilling and Cooking. We will show you how to recognize and deal with food hazards,

and the ways in which you can reduce the risk of those food hazards ocurring including properfood storage and handling. At the end of this module you will take a multiple choice quiz of 20

questions to test your understanding of the topics you have covered today. Please take your time

to go through each section of this module thoroughly. Taking brief notes of the importantinformation in each section will help you to remember what you have covered, and its ok if youuse those notes to help jog your memory when youre taking the quiz. If you dont have some note

paper and a pencil please go and fetch them now, before we start.

When you are ready, click the right arrow button in the navigation bar at the bottom of this screen

to begin the module.

Figure 3. Slide 1 layout.

Presentation and Navigation:The narration commences automatically as the slide opens. The slidewill open with only the icons showing - the words contamination, cleaning, chilling and

cooking will appear as they are spoken in the narration. The module will pause at the end of the

narration. The learner will then click the right arrow button to move forward to the next slide.


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Slide 2: Importance of Food Safety and Hygiene

Narration:So why do you need to know about food safety and hygiene, and why is it so important

to us in the hospitality industry? Click on the tabs below to explore the 3 main reasons that it is

vital for you to understand how to keep food safe. When you are finished reading through the listplease click the right arrow button to move forward.

Content:Concertina-style dropdown list format. This is a standard Captivate 7 interaction andtherefore where it is utilized again below the visual representation of the slide will not be

reproduced again below.

Table 2.

Slide 2 Content

List Header Content

Preventing Food Poisoning We are responsible for making sure that our

consumers are protected from contaminated

food and the risk of food poisoning, whichcauses extreme discomfort, and in extreme

cases, even death.

People get sick from food poisoning because

the food they've eaten has contained bacteria,viruses or chemicals. It can take anywhere

from an hour to a few days to develop food

poisoning, depending on the cause, and the

best way of preventing food poisoning is touse safe food handling and hygiene practices.

Quality Control We are proud of our gold star rating forserving only the freshest dishes made from

locally sourced, organic ingredients. Using

safe food handling and hygiene practiceshelps us to maintain our teams excellent

reputation for serving top notch food made

from the best quality produce around.

Legal Responsibilities Food safety is regulated by many UK and

European laws and regulations. Dont worry,we dont expect you to know what they all

are! However, it is important for you to

understand that our teams main food safetylegal responsibilities are:

to make sure that we dont treat food ina way that makes it harmful for our

customers to eat

to make sure the food is the same quality

that we say it is


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to make sure food is safe to eat

to withdraw unsafe food and complete

an incident report


Presentation and Navigation: The narration commences automatically as the slide opens. The

learner clicks once on each list header, causing the content panel for the relevant list header inquestion to dropdown, and a second time to make the content panel retract. A scroll down bar will

appear where the content does not fit in to the viewable content panel space. Once the learner has

read the content they will then click the right arrow button to move on to the next slide.

Slide 3: Warm-up Activity

Narration: Spend five minutes looking at this picture. What food safety and hygiene problems canyou see in this kitchen? Note down as many as you can and keep hold of your answers well be

coming back to this picture at the end of the module by which time you should be able to spot them

all.


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Presentation and Navigation:The narration commences automatically as the slide opens. A timerwidget in the bottom right hand corner will count down 5 minutes before pausing the slide and an

invisible button will be used to prevent forwards navigation until the 5 minute period has elapsed.

The learner will then click the right arrow button to proceed to the next slide.

Slide 4: Contamination

Narration: One of the main reasons that people become ill from eating food is that it has been

contaminated. Unlike spoiled foods which are easily detectable, as they tend to look, smell and

taste 'off', foods that have been contaminated with harmful micro-organisms or toxins look, smell

and taste okay but have the potential to cause serious illness and even death. This is why we haveto be extra vigilant in ensuring that the food we serve is free from dangerous contaminants by

observing good food safety and hygiene practices at all time:

There are many different potential contaminants that can find their way in to food. Click on the

tabs below to explore the major sources of food contamination that you will learn about in more

detail in this section.


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Content:Concertina-style drop down list.

Table 3.

Slide 4 Content.

Tab Heading Content

Micro-organisms A micro-organism is any living organism sosmall that, on its own, it is virtually invisible

and can only be seen with a microscope.

Micro-organisms that can cause food

poisoning are:

Viruses

Bacteria

Mold

Micro-organisms exist all around us in the

environmentthey live virtually everywhere

including on us, in the air, soil and water.

This means that they can very easily betransferred on to food without being detected.

Chemical Poisonous chemicals and toxins can find their

way in to food in lots of different ways:

Residues of pesticides used in farmingto control undesirable plants and insects

can be left on the surface of fruits andvegetables.

Cleaning chemicals can accidentallycontaminate food.

Some foods naturally contain toxins

such as poisonous mushrooms, greenpotatoes (solanine), apricot kernels and

apple seeds (cyanide) and rhubarb

leaves (oxalic acid).

Physical Physical contaminants include objects thatcan find their way in to food such as brokenglass, cling film, tin foil, pieces of plastic

from broken equipment. Physical

contaminants can cause a choking hazard or

cause serious internal injuries if they areingested.


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Slide Layout:Standard Captivate 7 dropdown list format.

Presentation and Navigation:The narration commences automatically as the slide opens. Thelearner clicks once on each list header, causing the content panel for the relevant list header in

question to dropdown, and a second time to make the content panel retract. A scroll down bar will

appear where the content does not fit in to the viewable content panel space. Once the learner hasread the content they will then click the right arrow button to move on to the next slide.

Slide 5: Chemical, Physical and Viral Contamination Drag and Drop Sorting Exercise

Narration: Complete this table describing different contaminants and the preventative measures

we can take to avoid them coming in to contact with food by dragging and dropping the missing

table elements in to their correct places.

Content: When correctly accomplished the drag and drop exercise, which requires the learner to

drag and drop table elements in to their correct place in order to complete a table of information,

will look as follows. Drag and drop sections, which will be blank when the activity commences,are italicized.

Table 4.

Slide 5 Content.

Type of Contaminant Examples of Contaminant Preventative Measures

Physical Glass shard, rat droppings Keep food covered and

correctly stored.

Report damaged equipment to

your supervisor immediately.Do not serve food that has

been prepared with or stored

in damaged equipment.

Chemical Bleach, pesticide Keep food covered and

correctly stored.

Always follow cleaning

chemical manufacturer

directionsread the label.

Thoroughly rinse down foodpreparation surfaces that

have been cleaned withchemicals with warm water

before preparing food on

them.


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Keep cleaning chemicals

away from food by correctlystoring them after use.

Viral Influenza, Norovirus Keep food covered andcorrectly stored.

If you are unwell see a doctorimmediately. If you are

deemed unfit for work, report

this to your supervisor andstay at home until your doctor

has confirmed that you are

fully recovered.



progress bar will be hidden until the activity is successfully completed. Incorrect drops will

return the message: Oops, thats not right. Try again. Accomplishment of the activity will

return the message: Success! Well done!before the slide automatically transitions to the next.


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Slide 6: Cross-contamination

Narration: Cross contamination is one of the most common causes of food poisoning. It happenswhen harmful microorganisms, such as viruses and bacteria, are spread onto food from other food,

surfaces, hands or equipment. Cross-contamination of food with bacteria is one of the biggest areas

of food safety risk, because bacteria are so common and can be transferred on to food in manydifferent ways, as this diagram shows. Move your mouse cursor over the different sources of

contamination in the diagram below to learn about what preventative measures we can take to

minimize the risk of cross-contamination occurring.

Content: The hover boxes explaining preventative measures will read as follows:

Table 4.

Slide 6 Content.

Text box Hover box text

Food handlers Using good hygiene practices and wearing

correct, clean uniform. You will learn moreabout hygiene and uniform standards module.

Insect and Rodent Pests Taking steps to avoid insect and rodent

infestation from occurring, and when it does,

quickly identifying and dealing with theproblem. You will learn more about post

control later in this module.

Rubbish Disposing of rubbish in the designated

rubbish bins rather than leaving it lying

around in food preparation areas.

Regularly emptying rubbish bins.

Regularly cleaning rubbish bins.

Washing your hands after touching

rubbish bins.

Soil/airborne/waterborne/dustbornecontaminants

Keeping all food covered and properly stored.

Raw food Keeping raw and food that is ready to eatseparate by:

Preparing them on separate surfaces and

with separate utensils

Storing them in the appropriate,designated fridges

Utensils, equipment and surfaces

Keeping utensils, equipment andsurfaces clean

Using separate utensils for raw and foodthat is ready to ear

Using cleaning surfaces with disposable

cloths where possible


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Always using a clean cloth to wipedown freshly cleaned or disinfectedutensils, equipment or surfaces


Presentation and Navigation: The narration commences automatically as the slide opens. The text

boxes represented in the slide layout above will contain images of the cross-contamination sourceto which they refer at partial opacity with the stated text overlaid on top. The learner will scroll

over the text boxes to cause the hover box content to appear. Once the learner has considered the

slide, they will click the right arrow button to move on to the next slide.

Slide 7: Hand washing

Narration:Hands are among the most obvious culprits in transferring bacteria and viruses fromsources of contamination to food. It is therefore very important that you wash your hands

thoroughly before and after handling food and between handling raw and ready to eat food.

Washing your hands properly means more than simply giving them a quick rinse under running


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Slide 8: Hand Washing Exercise

Narration:Washing your hands properly should take between 40 seconds to a minute. Studythe step-by-step hand below washing diagram and, here at the computer, practice steps 2 to 7 at

least 3 times until you have the hang of it.

Content: Taken from World Health Organization poster:http://glitterbug.net.au/wp-

content/uploads/2012/04/Handwashing_poster_WHO.jpg.

Figure 9. Slide 8 content, handwashing steps poster.
http://glitterbug.net.au/wp-content/uploads/2012/04/Handwashing_poster_WHO.jpghttp://glitterbug.net.au/wp-content/uploads/2012/04/Handwashing_poster_WHO.jpghttp://glitterbug.net.au/wp-content/uploads/2012/04/Handwashing_poster_WHO.jpghttp://glitterbug.net.au/wp-content/uploads/2012/04/Handwashing_poster_WHO.jpghttp://glitterbug.net.au/wp-content/uploads/2012/04/Handwashing_poster_WHO.jpghttp://glitterbug.net.au/wp-content/uploads/2012/04/Handwashing_poster_WHO.jpg


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Presentation and Navigation:The narration commences automatically as the slide opens. . A timer

widget in the bottom right hand corner will count down 5 minutes before pausing the slide and an

invisible button will be used to prevent forwards navigation until the 5 minute period has elapsed.The learner will practice the hand washing technique then click the right arrow button to proceed

to the next slide.

Slide 9: Pests

Narration: What is a pest? Broadly speaking, they are destructive organisms that can be plant or

animal. In a commercial kitchen the most concerning pests are flies, cockroaches, rats and mice

because they have the potential to spread disease through cross-contamination, either throughdirect physical contact with food or by their waste getting in to food. All the pests mentioned are

responsible for causing considerable spoilage of foodstuffs and rodents can damage fittings andstructures which can lead to dangerous electrical fires. It is important for you to understand how

to recognize these pestsand if you detect their presence in your venue you must report to your

supervisor immediately. Click on each of the tabs below to learn about each of these pests in more

detail.


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Content: Dropdown tab format. This is a standard Captivate 7 interaction and therefore where it is

utilized again below the visual representation of the slide will not be reproduced again below.

Table 5.

Slide 9 Content.

Rats and Mice Flies Cockroaches

While rats and mice do not

eat a great deal of food, they

are carriers of dangerousbacteria that can make people

very unwell, including

Salmonella and Hepatitis A.They also leave their waste

where they eat, contaminating

food.

Flies are carriers of harmfulbacteria including Salmonella

which they transport on their

legs and bodies. The wayflies eat, regurgitating

digestive fluid on to their

food to liquefy it beforedrinking it through a straw-

like organ called the

proboscis, causes the spread

of disease. The digestive fluidmay contain harmful bacteria

which can cause food

poisoning if transferred ontofood.

Cockroaches are one of themost serious pests in

commercial kitchens andrestaurants. They contaminatefood by feeding and crawling

on it after eating and crawling

on waste, rubbish or sewage

containing harmful bacteriawhich can cause severe food

poisoning and gastroenteritis.


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Presentation and Navigation: The narration commences automatically as the slide opens. Thelearner clicks once on each tab header, causing the content panel for the relevant list header in



Slide 10: Pests Drag and Drop Exercise

Narration: Complete this table describing the different ways in which you can detect an

infestation of rats and mice, flies and cockroaches and the preventative measures we can take to

avoid an infestation by dragging and dropping the missing table elements in to their correct places.

Content: When correctly accomplished the drag and drop exercise, which requires the learner todrag and drop table elements in to their correct place in order to complete a table of information,

will look as follows. Text drag and drop sections (that will be blank when the activity commences)

are highlighted. The images will all be drag and drop items.


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Table 6.

Slide 10 Content.

Pest Pest Leavings Other Signs of Infestation

Rats and Mice

(Droppings)

Gnaw marks on food packaging and

containers as well as woodwork andfittings

Greasy, shiny track marks around the

edges of rooms

Strong smell of urine

Flies

(Eggs)

Surfaces and areas of wall covered insmall black specks resembling finely

ground pepper (fecal matter)

Hordes of flies congregated in oneplace such as on the ceiling or on food

containers or drink bottles

Maggots

Cockroaches

(Egg Cases and Droppings)

A strong oily or musty odor

Floor surfaces, particularly under

appliances and in nooks and

crannies, covered in small black

specks resembling coarsely groundpepper (fecal matter)

Cockroaches themselves


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progress bar will be hidden until the activity is successfully completed. Incorrect drops will returnthe message: Oops, thats not right.Try again. Accomplishment of the activity will return the

message: Success! Well done! before the slide automatically transitions to the next.

Slide 11: Cleaning

Narration: Practicing good food hygiene is important at every stage and in every aspect of foodproduction. By making sure that we keep food safe we are promoting health both that of our

customers and of ourselves. One of the most important measures we can take towards preventing

food contamination and spoilage is to make sure that we keep the areas in which we store, handleand prepare food clean at all times.

Washing work surfaces and equipment thoroughly between food handling tasks, and disinfecting

them after preparing raw food on them, will help to prevent the spread of harmful bacteria and pestinfestations. During your first week working at Brightwings your supervisor will introduce you to

your workspace cleaning rota which is divided in to daily high priority cleaning tasks, relating to


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surfaces and equipment that people touch and use frequently, and routine cleaning tasks that take

place in regular cycles.

Watch this video by the Food Standards Agency which will show you the correct technique to use

when washing and disinfecting work surfaces.

Content:https://youtu.be/bRh1N1My4GY


Presentation and Navigation:The narration commences automatically as the slide opens. The

YouTube video is embedded in to the presentation (Captivate 7 interaction) and the learner playsthe video using the YouTube player controls. An invisible button will prevent the learner frommoving to the next screen for the length of time it takes the narration and YouTube video to play

through consecutively. Once the video has been watched, the learner will click the right arrow

button to move on to the next slide.Slide 12: Cleaning Quizlet

Narration:None
https://youtu.be/bRh1N1My4GYhttps://youtu.be/bRh1N1My4GYhttps://youtu.be/bRh1N1My4GYhttps://youtu.be/bRh1N1My4GY


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Content:The short true or false quizlet will be made up of 3 questions as follows. Correct answers

and feedback provided.

Table 7.

Slide 11 Content.

Question Answer Feedback (same whether

correct or incorrect)

Keeping your workspace

clean is important because it

looks and smells nicer.

False. Yes/No, keeping your

workspace clean is important

to prevent cross

contamination that couldmake our customers or you

unwell.

Cleaning work surfaces is a 2

stage process.

True. Yes/No, first use a cleaning

product to remove visible dirt

from surfaces and equipment,

and rinse.Then disinfect them using the

correct dilution and contact

time for the disinfectant, afterrinse with fresh clean water.

It is especially important todisinfect surfaces after you

have finished preparing

cooked food on them.

False. Yes/No, it is especiallyimportant to disinfect

surfaces after you have

finished preparing raw foodon them as bacteria are

attracted to it.


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Figure 14. Quizlet slides layout.

Presentation and Navigation:The navigation panel will be hidden for the duration of the quizlet.Each question will form its own separate slide. The learner will read the question and click on

either a True or False button to answer. Upon clicking the button, feedback will be providedwithin the feedback panel. At completion of the quizlet the final quizlet slide will automatically

transition to the next.

Slide 13: Personal Hygiene

Narration: One of the key aspects to good food safety practice is that the people preparing and

serving food maintain good personal hygiene. Why is this important? Its because the human bodyprovides a rich environment for micro-organisms to live in. In fact, right at this very moment

billions of bacteria are living inside you, and on the surface of your skin and hair! Dont worry

most of these bacteria are harmless and many even have an important role to play in maintaininghealth. We even add them to our yoghurts! However, apparently healthy people can carry

pathogenic bacteria without showing any signs of illness. These harmful bacteria that can cause

food poisoning can be easily transferred from your hands, clothes and jewelry on to food thatyoure handling and preparing. We have to assume that we may be carrying food poisoning

bacteria and take precautions against spreading disease to our customers and colleagues by keeping


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clean and avoiding any part of us or what we are wearing that is likely to contaminate food from

coming in to contact with it.

The way we behave also has an effect on food safety. Harmful bacteria can be transferred to food

by a food handler acting in an unsanitary manner such as coughing or sneezing over food, tasting

food using their fingers and working with an infected cut. Inadequate hand washing after going tothe toilet can result in fecal material being transferred to and contaminating food. As we discussed

before, you can contaminate food with viruses and bacteria by working while you are unwellso

if you feel sick please go to your doctor immediately to find out if you are fit to come to work.Viral contamination can also occur when food handlers touch food with uncovered wounds such

as such as cuts, grazes so it is important to keep them covered with a clean waterproof dressing.

Click on each of the tabs below to learn about how you can ensure you maintain good hygienepractices at work.

Table 8.

Slide 13 Content.

Practice PersonalCleanliness

Prepare YourselfSystematically for Work

Be Aware of UnsanitaryHabits

Have a bath or showerevery day and wash your

hair regularly.

Clean your teeth at leasttwice a day to ensure

good oral hygiene and

fresh breath.

Use deodorant but avoid

perfumes or aftershavewith an overpowering

scent.

Keep your fingernails

clean and neatly trimmed.

You should not wear nail

polish if you are involved

in food preparation.

Men who do not wear abeards should shave daily.

If have a beard youshould washed it every

day and keep it trimmed

short.

Brush your hair beforeyou start work. If you

have long hair, tie it backin a way that will prevent

it from coming into

contact with food or

surfaces used to preparefood.

You are prohibited fromsmoking in foodpreparation or serving

areas or while you are

wearing your uniform. Ifyou smoke, make sure

that you wash your hands

thoroughly after you havehad a cigarette and before

handling food.

Wash your hands andfingernails thoroughlybefore you start work.

Wear clean uniform.

Be aware of your

unconscious bodily habits.You should avoid actions

such as scratching or rubbing

your head, nose or other body

parts, stroking your hair orbeard, picking pimples, biting

nails and licking your fingers

when tasting food. Not only

are these bodily habitsunsanitary but they are also

unprofessional.


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Floor staff may wearlimited jewelry. Kitchenstaff must remove all

jewelry before work.

Slide Layout:Standard Captivate 7 dropdown tab format.

Presentation and Navigation:The narration commences automatically as the slide opens. The

learner clicks once on each tab header, causing the content panel for the relevant list header in



Slide 14: Personal Hygiene Drag and Drop Jigsaw Exercise

Narration: Complete this personal hygiene poster by dragging and dropping the missing elementsin to their correct places.

Content: The drag and drop exercise which requires the learner to drag and drop parts of the

personal hygiene poster (https://img.safetysignsupplies.co.uk/images/product_imgs/full/A770.jpg )that

have been cut out, in the style of a jigsaw puzzle. The drag and drop elements have beenhighlighted by red boxes.

Figure 15. Slide 14 content, food safety poster.
https://img.safetysignsupplies.co.uk/images/product_imgs/full/A770.jpghttps://img.safetysignsupplies.co.uk/images/product_imgs/full/A770.jpghttps://img.safetysignsupplies.co.uk/images/product_imgs/full/A770.jpghttps://img.safetysignsupplies.co.uk/images/product_imgs/full/A770.jpg


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progress bar will be hidden until the activity is successfully completed. Incorrect drops will return

the message: Oops, thats not right. Try again. Accomplishment of the activity will return themessage: Success! Well done! before the slide automatically transitions to the next.

Slide 15: Cooking and Chilling

Narration:The risk of food contamination is especially high whenever food is being prepared for

cooking or processed in some other way in readiness to be eaten. It is important to be aware of the

critical points at which bacterial growth is favored and what appropriate preventative measures we

can follow to stop it in its tracks. Bacteria that cause food poisoning grow well at the temperaturebetween 4C and 60Cthis is known as the food temperature danger zone. We need to take all

the step we can to avoid food temperatures falling into the food temperature zone for any longerthan is absolutely necessary, if at all.

Click on the timeline below to learn about the critical bacterial growth points of the food

preparation process and the appropriate preventative steps that should be taken at each stage.


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Content:Timeline list format. This is a standard Captivate 7 interaction.

Table 9.

Slide 15 Content.

Cooking Hot Holding Reheating Cooling

If food is cooked

thoroughly and for

long enough thenmost types of harmful

bacteria will be

killed. In general,

food should becooked to a

temperature of at least

75 C. Foods

requiring special carewhen cooking due to

the fact that they are

susceptible tobacterial infection are

meat, poultry, fish,

shellfish and eggs.

Often, in service,

foods are kept in hot

holding until they areready to be served.

However, if they food

is not kept hot enough

while it is in hotholding then bacteria

can thrive in the

warm, moist

environment. It isnecessary for the food

to be kept at 60C or

above while it is inhot holdingthis

should be checked

regularly with atemperature probe.

Food that is

inadequately reheated

is the perfect breedingground for bacteria.

Ideally, food

quantities should be

managed to keepreheating to a bare

minimum. However,

where it is necessary,

food should bereheated as quickly as

possible to a

temperature of 75Cor more for at least 10

minutes in order to

destroy bacteria.Stirring food and

reheating in small

batches is the

quickest way to bringthe food up to

temperature.

Food should be

cooled as quickly as

possible. Generally,to keep food safe it

must be cooled to 4C

within 90 minutes or

less of being cooked.

To cool cooked food

quickly, transfer it in

to smaller, shallowcontainers and stand

them in an ice bath.

As soon as the food iscooled, cover it and

move it to a

refrigerator.


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Presentation and Navigation: The narration commences automatically as the slide opens. Thelearner clicks once on each timeline list point, causing the content panel for the relevant timeline

point to appear swiping right. Clicking on another timeline point will cause the current content

panel to retract and the new content panel to appear. A scroll down bar will appear where the

content does not fit in to the viewable content panel space. Once the learner has read the contentthey will then click the right arrow button to move on to the next slide.

Slide 16: Final Quiz

Narration:Well done! You have almost reached the end of this module. Please complete this

final test to see how much you have learned about food safety and hygiene. The quiz is made up

of 20 questions. Make sure you take your time to read through the questions carefully and its okto use your notes to help you answer any questions you get stuck on. Good luck!


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Table 10.

Final Quiz Questions, Answer Options and Answers.

Question Multiple choice answer

options

Answer

1. The temperature dangerzone is between 40C and

60C.

True/False False

2. Foods unlikely to support

bacterial growth are:

A: Raw meat and poultry

B: Seafood and shellfish

C: Dried pasta and noodlesD: Milk and cream

C

3. Always use a disposable orclean cloth to wipe down

disinfected surfaces.

True/False True

4. Food is safe when it is free

from visible contamination.

True/False False

5. Cross contamination of

food will occurs when:

A:Washing hands before

preparing food

B: Cleaning down worksurfaces and equipment

C: Food is frozen

D: Cockroaches walk acrossfood

D

6. What is the main reason

that pest control incommercial kitchens?

A: Pest-free kitchens are

more efficient.B: Customers will get upset if

they see a pest.C: Staff might trip over a pestand hurt themselves.

D: Pests carry bacteria that

can contaminate food

D

7. Poor food hygiene might

cause a few upset stomachsbut it wont cause serious

illness.

True/False False

8. Why must food handlers

wash their hands thoroughly

after handling raw food?

A: So they can take a break.

B: To prevent cross-

contamination.C: To stop them from gettingdirt on their clothes.

D: To prevent food wastage.

B

9. What jewelry is acceptable

for a member of kitchen staff

to wear during service?

A: Nose ring

B: Bracelet

C: NoneD: Wedding band

C


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10. Practicing good personal

hygiene is only importantwhen you work in areas

where customers can see you.

True/False False

11. Which of the following is

true of bacteria?

A: All bacteria gives people

food poisoningB: Bacteria and viruses arethe same thing.

C: Bacteria multiplies and

grows faster in warm, moistenvironments.

D: Bacteria thrives in

temperatures above 60C

C

12. A clean, healthy person

can carry food poisoning

causing bacteria without

being ill themselves.

True/False True

13. How can you tell that afood has been infected with

harmful bacteria?

A: You cant, it will look andsmell normal.

B: It will smell bad.

C: It will taste off.D: It will change color.

A

14. Cooked food should be

cooled overnight at room

temperature before being

refrigerated.

True/False False

15. What should you if you

are feeling sick?

A: Get a good nights sleep.

B: Take some medicine go towork as usual.

C: Go to your doctor for a

checkup immediately andreport to your supervisor.

D: Let nature take its course

youll feel better in a couple

of days.

C

16. Which of the following isan example of a physical

contaminant?

A: Mold growing on a pieceof bread.

B: Pesticide residue on a

piece of fruit.C: A food handler sneezingover raw chicken they are

preparing.

D: A piece of jewelry found

in some food.

D


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17. Food poisoning bacteria

found in raw foods cansurvive cooking if the food is

stored in the temperature

danger zone.

True/False True

18. How often should kitchenrubbish bins be emptied? A: Frequently and before therubbish bin is completelyfilled.

B: At the end of each service.

C: Twice a day.D: When the rubbish bin is

full.

A

19. Rinsing your hands under

hot water will remove

bacteria.

True/False False

20. Micro-organisms are? A: Only found in the sea.

B: Bacteria, mold, virusesand other organisms too smallto see with the naked eye.

C: Are really small but you

can see them if you squint.D: Bacteria.

B


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Figure 18. Final test question slides layout.

Presentation and Navigation:The navigation panel will be hidden for the duration of the final test.Each question will form its own separate slide. The learner will read the question and select an

answer from the multiple choice options available. They will then click the Next button to moveto the next question. At completion of the test the learner will receive their score. If they have

passed they will be allowed to move on to the next slide. If they have failed to achieve the pass

grade then they will be redirected to retake the questions they got incorrect. The intention is that

this will form a loop until they have achieved the pass grade.

Slide 17: Certificate of Completion

Narration:Congratulations on successfully completing this module. Please print out two copies

of your certificate of completion. Take both copies of the certificate to your training manager whowill sign them. One copy is for you to keep and your training manager will place the other copy

on your personnel file. You are almost finished! You just have one more activity left to complete!


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Content:

Certificate of Completion

This is to certify that

Name: ______________________________ (Employee)

Has successful completed the Brightwings Breweries Level 1 Introduction to Food Safety and

Hygiene .

Signed by: ___________________________ (Training Manager)

Slide Layout: Standard Captivate 7 Certificate of Completion

Presentation and Navigation:The narration commences automatically as the slide opens with theprintable certificate of completion. The learner will print the certificate before pressing the right

arrow key to automatically transitions to move on to the final slide.

Slide 18: Follow-up Activity and Feedback Form

Narration:Now that you have completed this module, take another look at this image. Turn back

to your original notes. How many more problems can you identify? Write them down. Once youare finished please click on the Course Evaluation button and print the course evaluation from.

Please complete it and hand it in to your Training Manager with your Certificates of Completion.

Well done! You will now be able to put the food safety and hygiene practices you have learned

about into practice as you start in your role with Brightwings. Welcome to the team and good luck

for your first week!

Content:Pop-up course evaluation form.

Module Evaluation Form: Level 1 Introduction to Food Safety and Hygiene

Rate the module overall:

Unsatisfactory Fair Good Very Good Excellent


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What did you like about this module?

______________________________________________________________________________

______________________________________________________________________________

How do you think this module could be improved?

______________________________________________________________________________

______________________________________________________________________________

What did you learn? How did this module change the way you think about food safety and

hygiene?

______________________________________________________________________________

______________________________________________________________________________

Please list your initial observations after seeing the image of the kitchen at the beginning of this

module:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Please list the additional observations you made after seeing the image of the kitchen again at theend of this module:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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Figure 19. Final slide layout.

Presentation and Navigation:The learner will look at the image of the unsanitary kitchen again,making further notes on new food safety and hygiene problems they can observe after taking the

module. They will then click on the Evaluation Form button which will cause a pop up window

to open with a printable copy of the module evaluation form. They will print the form and completeit. This signals the completion of the module.


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References

Mager, R.F. (1997). Preparing Instructional Objectives. Atlanta, GA: The Center for Effective

Performance, Inc.

People 1st (2013). State of the Nation Report 2013: An analysis of labour market trends, skills,

education and training within the UK hospitality and tourism industries . Retrieved from:

http://www.people1st.co.uk/getattachment/Research-policy/Research-reports/State-of-

the-Nation-Hospitality-Tourism/SOTN_2013_final.pdf.aspx
http://www.people1st.co.uk/getattachment/Research-policy/Research-reports/State-of-the-Nation-Hospitality-Tourism/SOTN_2013_final.pdf.aspxhttp://www.people1st.co.uk/getattachment/Research-policy/Research-reports/State-of-the-Nation-Hospitality-Tourism/SOTN_2013_final.pdf.aspxhttp://www.people1st.co.uk/getattachment/Research-policy/Research-reports/State-of-the-Nation-Hospitality-Tourism/SOTN_2013_final.pdf.aspxhttp://www.people1st.co.uk/getattachment/Research-policy/Research-reports/State-of-the-Nation-Hospitality-Tourism/SOTN_2013_final.pdf.aspxhttp://www.people1st.co.uk/getattachment/Research-policy/Research-reports/State-of-the-Nation-Hospitality-Tourism/SOTN_2013_final.pdf.aspx

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