nutrition facts label instructional...
TRANSCRIPT
Nutrition Facts LabelInstructional Module
ETEC 603Spring 2009
By:
Renee Adams, Gail Arakaki, RyanTanaka, and Michelle Yokota
Content Analysis Report
Goal:
Learners will be able to determinesodium content from a nutrition factslabel and compare intake to establishstandards. Excess sodium intake causes manyhealth problems.• People do not regulate sodium
intake• Sodium is common in many foods
Content Analysis Report
Target Population:
Learners at UH-Manoa• Approx. 20,000 students• Multi-ethnic• Typically,18-50 years old• Able to or possess:
o obtain/apply informationo basic math concepts and
apply formulaso basic psychomotor skills
source: http://www.hawaii.edu/campuses/manoa.html
Content Analysis ReportInstructional Hierarchy:
Content Analysis Report
Instructional Hierarchy:
Content Analysis Report
Instructional Hierarchyfor Cluster #2: Determine the totalamount of sodium tobe consumed
Content Analysis ReportCluster 2 Performance Objectives:
Content Analysis ReportInstructional Strategy - Gagne’s Nine Events of Instruction
1. Gain Attention - Mention various sources of sodium
2. Inform Learners of the Objective - Describe the purpose and processof module
3. Stimulate Recall - Present images and questions about identifyingsodium on a nutrition facts label
4. Present Stimulus Materials - Present relative information throughoutthe module steps
5. Provide Learner Guidance - Provide images, examples, rules andformulas for each module step
Content Analysis Report
Instructional Strategy –Gagne’s Nine Events of Instruction 6. Elicit Performance - Provide practice tests
7. Provide Feedback - Feedback is provided with thepractice tests 8. Assess Performance - Provide post test 9. Enhance Retention and Transfer - Daily opportunities toapply their knowledge to track their intake of sodium as away to promote a health-conscious lifestyle.
Instructional ModulePrototype of Module 2: Determining the Total Amount
of Sodium to Be Consumed
• Pretest • Pretest Key and Feedback• Introduction• 5 Sections
o Objectiveso Practice Test with Key and Feedback
• Post Test• Post Test Key and Feedback
Instructional Module
Instructional ModuleDesign Feature:
GainAttention
Instructional ModuleDesign Feature:
Inform Learners ofObjective
Instructional ModuleDesign Feature:
`
Provide Guidance
Example Non-Example Remember
Instructional ModuleDesign Feature:
• Pretest and practice tests
utilize graphics and text
• Accommodates variouslearning styles
Instructional ModuleDesign Features:
...congratulatory messagesbetween sections...
Instructional ModuleDesign Features:
Conclusion toenhance retentionand transfer
Instructional ModuleDesign Features:
Conclusion to enhanceretention and transfer,then introduce nextmodule
Formative Evaluation
One on one evaluations:
• 20-30 minutes total
• quiet, comfortable, indoor settings
• conducted total of four, with target group members
• notes taken during sessions by evaluators
Gathering Feedback
Formative Evaluation
Post interview includedevaluation questionscompiled using GoogleDocs form
Formative Evaluation
What Worked?
• Post-test results, 100% by all, indicated success inattaining the objectives
• Consistent positive responses for pacing andfeedback, understanding of objectives, guidance, useof graphics
• All test participants planned to use what was learned
Formative Evaluation
What Did Not Work?
Suitability of instructional module for target population• Pre-test - 1 scored 5 out of 5, 3 scored 4 out of 5• Post-test - scores close, 5 scored 5 out of 5 • Feedback referred to redundancy or overly-simplified
examples
This instructional module may be more suitable for
different target group and comprehension level, such as
high school health class rather than a higher education
audience.
Formative Evaluation
What we would always do?
• Use established ID process to develop and designlessons
• Dick & Carey provides comprehensive approach!
Formative Evaluation
What we would do next time?
• Aim for an approach that is moreengaging
• Change the target group to highschool students, such as a highschool health class
Formative Evaluation
If we had lots of time and money?
• Work with an SME to enhance content quality• Take time to determine appropriate target audience and
get more feedback• Use money
- to conduct F2F work sessions- to gain attention by providing food during evaluation
sessions or tokens of appreciation for evaluators- to purchase use of exceptional graphics
Formative Evaluation
Mahalo!
Questions?
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