EDUC 633 ISD Team and Collaborative Technology Identificationldavis-e-portifolio.weebly.com/uploads/2/9/6/8/29684755/… · Web viewBlackboard, Blackboard Collaborate, CamStudio,

Running Head: INSTRUCTIONAL DESIGN: PROPER NUTRITION 1

Instructional Design: Proper Nutrition of College Student’s Workshop

Deborah Bishop, Katherine Blevins, Linda Davis, Mary-Kate Hagedorn, Karen Phillips

Liberty University Online

October 10, 2014

INSTRUCTIONAL DESIGN: PROPER NUTRITION 2

Abstract

Since the use of applications surpasses the use of mobile device browsers and tablets educators

must include these virtual technologies in module. An online asynchronous nutrition module has

been developed with the use of rich virtual technologies which includes: CamStudio, Prezi,

interactive applications, and survey tools. Students who complete these modules will gain

knowledge in proper nutrition and the ability to evaluate their own eating patterns, with the goal

of reconciling any gaps from poor eating habits or food choices. The use of virtual technologies

will enhance the content as the development of the modules is made available to students

anytime, anywhere, and using any electronic device.

Keywords: healthy food choices, nutrition, online learning, poor eating habits, proper

eating habits, proper nutrition, virtual technologies


Instructional Design: Proper Nutrition of College Student’s Workshop

Need Identification

Currently 37% of college students attend a school over 101 miles from the nurturing nest

of their parents. New college students, especially, are adjusting to an independent life while

balancing classes, studying, and social events (HERI, 2014). Students often misjudge their

behavioral patterns as well as their need for sleep and proper nutrition. Therefore, many choose

quick, convenient ways to eat; typically fast food or skipping meals. Students do not think of

their need for proper nutrition, which includes a healthy breakfast, lunch, and dinner. Continuing

poor eating habits cause students to feel fatigued, break down the body’s immune system, and

gain weight. Since proper nutrition benefits an individual’s brain functions, cognition, learning,

and social behaviors, a felt need type will show students how to improve and manage their eating

habits while still enjoying the foods they like. The expressed need will help students identify

their lack of proper nutrition and provide them an action plan to follow with social media

(Szapkiw & Szapkiw, 2010). Using Web-based surveys, videos, Twitter, and other applications

will direct education on proper nutrition to students based on their expressed needs.

Goal Statement

Through the utilization of a variety of learning technologies, such as Blackboard

Software and Collaborative, Prezi, Microsoft PowerPoint, Google Docs, YouTube, Zunal, and

CamStudio college students will receive education aimed at enhancing nutritional knowledge

helping them identify and select healthy foods daily for at least two meals a day during their

college years.


Task Analysis

The task analysis will utilize the Dick, Dick & Carey Performance Analysis. The

learning domains addressed will include intellectual skills, psychomotor skills, and attitudes

(affect). Blackboard, Blackboard Collaborate, CamStudio, and other applications will provide

tools for student interaction. Blackboard will provide eLearning management and Blackboard

Collaborate will provide Web conferencing, instant messaging, and collaboration meeting

forums. CamStudio will deliver interactive content to the students.

1. Identify nutritional knowledge gaps.

1.1. Students will complete an online Google.doc survey within 7 days (see Appendix A for

the Google.doc survey).

1.1.1. Subordinate skills include the ability to navigate a Google.doc survey.

1.1.2. Includes an instructional tutorial on how to complete a Google.doc survey.

2. Students will better recognize healthy nutritional behaviors.

2.1. Explain the ChooseMyPlate food group requirements shown at

http://fnic.nal.usda.gov/dietary-guidance/myplate-and-historical-food-pyramid-resources

(USDA, 2014).

2.1.1. Interactive activity filling in the ChooseMyPlate food group symbol (see Appendix

B for ChooseMyPlate Virtual lesson).

2.2. Utilize video presentation of content and interactive questions.

2.2.1. Subordinate skills include the ability to use Microsoft PowerPoint and navigate

the Web.

2.2.2. Includes an instructional tutorial on how to use Microsoft PowerPoint.

2.3. Differentiate between healthy and unhealthy nutritional behaviors.


2.3.1. Includes video presentation of content with question and answer of content

attainment.

2.5. Students reflect on their eating habits over the past 24 hours.

2.5.1. Instructor video led reflection with follow up reflective dialogue.

2.5.2. Students will record what they ate for the past 24 hours and then assign nutritional

value.

2.5.3. Student will analyze what they ate and determine if they are following the

ChooseMyPlate recommendations.

2.5.4. Students will answer the question whether they are or are not following the

ChooseMyPlate recommendations.

3. Students will explain the effects of poor nutrition.

3.1. Recognize effects of diet on weight gain, stress, health, and academic performance.

3.1.1. Instructor video led scenarios with periods of pause for interactive question and

answer sessions.

4. Students will evaluate and analyze their nutritional behaviors and develop a plan for

improvement.

4.1. Choose and download application of choice to record nutritional intake over the next 48

hours (see Appendix C for a list of available applications to download).

4.1.1. Subordinate skills include knowing how to download an application to a

computer, tablet, or smart phone.

4.1.2. Includes instructional tutorial on how to download different types of

applications.

4.1.3. Includes a reference list of sample applications for different types of devices.


4.1.4. Students will download application, register, and utilize a diary over the next 48

hours.

5. Analyze and evaluate knowledge gap in students compared to pre-survey.

5.1. Students will complete an online Google.doc survey after completing their 48 hour

online nutritional diary.

5.2. Provide students their results post-survey (see Appendix D).

The task analysis flowchart in Figure 1 represents the steps participants will perform

throughout the nutritional workshop. Virtual technology provides the interactive tools for

students in this workshop.

Figure 1. Task Analysis Flowchart

Figure 1. The flowchart shows the steps participants will perform to identify nutritional knowledge gaps, recognize healthy nutritional behaviors, recognize effects of poor nutrition, evaluate and analyze nutritional behaviors, and evaluate nutritional knowledge gaps.


Context and Learner Analysis

Context

This research design targets a diverse population of students, which includes men and

women, all races, and body types. The researchers will distribute a survey to at least 40 students

taking 10 and 15 minutes to complete.

The design was chosen to research the eating habits of college students because college

life is a new adventure for them. Without the supervision of their parents or guardians, their

lifestyle or eating choices may venture into eating what they want, when they want, and not

having to think about the restrictions their parents may have set for them. They may not know

the havoc these choices may weigh on their body functions, which includes comprehension of

class assignments.

According to Janeway (2014), Freshman 15” as it is commonly known is a real

phenomenon. It is not always 15 pounds; sometimes less, sometimes more. It is,

however, an issue for many college students (not just freshmen). For those who enter

college with weight problems to begin with, it can spell health disaster. The

appropriateness of the context of the project reflects the college days as well as their

choice of wise nutritional habits.

Learner

“College students have poor nutrition habits and often exhibit at-risk weight control

behaviors; yet, health promotion efforts on campuses often target other risk behaviors such as

alcohol and tobacco use” (Cousineau, Franko, Ciccazzo, Goldstein, & Rosenthal, 2011, p. 1).

The learners are college students between the ages of 17 to 22 years-old. They are out on their

own for the first time in a fast pace world purchasing carryout foods without thinking about the


consequences or impact the food they eat has on their body. Therefore, they need guidance to

show them nutritional alternatives for a proper diet in a fast paced campus life. To start they

must do a survey to find out how much they know about proper nutrition so the instructors will

know where to start.

The learners’ prior knowledge consists of knowledge they obtained from their formal

education and parents regarding proper nutrition as well as the effect on their body’s functions.

The students possess the ability to communicate their thoughts regarding nutrition and to listen

as well as comprehend this proclamation and how it can assist them with their schedules and

maintaining good health. Students using their mobile devices for communication and to explore

the Web can use these same devices for interactive use of the ChooseMyPlate-USDA Website.

The ChooseMyPlate interactive activity will aid students toward healthier eating habits

by helping them make wise nutritional choices when cooking meals, purchasing groceries, and

going to the dining hall or restaurants. They will utilize and understand the food groups of the

food pyramid to establish daily healthy eating habits. In addition, they will plan their daily meals

and snacks according to the ChooseMyPlate interactive activity.

The groups’ characteristics consist of concerned mothers, college graduates, and those

who remember college life and their weight gain during their college years. They wish someone

had provided them this advice. The group consists of educators, professionals in the medical

field, and a professional IT technologist. These groups have joined forces to educate the learners

of healthy eating habits while educating and enjoying the life of a college student.


Instructional Objectives

Upon completion of the five modules students will achieve the following:

1. Complete an informal Google.doc pre-assessment survey about nutritional behaviors

within seven days using their school e-mail account.

2. Access the introduction and education regarding the nutritional information of the food

groups provided by the ChooseMyPlate-USDA Website.

3. Differentiate between healthy and unhealthy nutritional behaviors after viewing

informational videos and presentations.

4. Evaluate and analyze nutritional behaviors through personal reflection and group

discussion.

5. Independently develop a plan for improvement of nutritional behaviors.

6. Choose and download application(s) of their choice to record nutritional intake over a

period of 48 hours.

7. Create at least one video to demonstrate personal use of the nutritional application

during a meal to upload to Blackboard Collaborate.

8. Identify at least one positive effect of the nutritional application in each of the following

areas of their lifestyle: weight, academics, emotions, and social.

9. Complete a post-assessment Google.doc survey using their school e-mail account upon

completion of their 48-hour online nutritional diary.

Assessments

1. After receiving the Google.doc survey through their school e-mail account, 65% of

students will complete the nutritional behavior survey within seven days.

2. Students will correctly explain the nutritional information of the food groups provided by


the ChooseMyPlate-USDA Website through the use a Blackboard Collaborative.

3. During Blackboard Collaborate synchronous class discussions students will differentiate

between healthy and unhealthy nutritional behaviors after viewing informational videos

and presentations with 80% accuracy.

4. After personal reflection and group discussion students will evaluate and analyze their

nutritional behaviors.

5. Students will submit an individualized plan for improvement of their nutritional

behaviors through their choice of Blackboard document or personal video journal per

expectations of the workshop rubric identifying the application(s) chosen to record their

nutritional intake.

6. Students will create and upload to Blackboard Collaborate a video to demonstrate

personal use of the nutritional application during one or more meals.

7. Students will submit at least one positive effect of the nutritional application used in each

of the following areas of their lifestyle: weight, academics, emotions, and social through

a social media device.

8. After receiving the post-assessment Google.doc survey through their school e-mail

account, 90% of participants will complete the nutritional behavior survey within seven

days.

9. Learners will interact with each other during discussion forums with ongoing feedback

from instructor(s).

Instructional Strategy

The instructional strategy will utilize an outline suggested by Dick, Carey, and Carey

(2005) to show how the objectives, assessment, and activities are aligned. Included in the


summary are learning objects, media resources, and time allotments for student participation.

Learning objects are comprised of Blackboard Collaborate with discussion boards for student

collaboration, instructor created interactive video presentations, Google Doc surveys, and

instructions for subordinate skills associated with student activities. Students orient to learning

through an overview of workshop material and a survey to assess prior knowledge of nutrition.

Instruction consists of interactive presentations, links to software tutorials, reflection questions,

and summaries of learning through discussion boards. Student learning assessment tools consist

of surveys, questions, discussion boards, personal reflections, and an informational video

demonstrating the use of a nutritional application. Lastly, students will receive feedback from a

post-survey after completion of the workshop. There are five modules in the Proper Nutrition for

College Students Workshop. An introduction to the workshop outlines the learner goal and sets

the stage for the five modules. Each module guides the students through a series of activities

engaging them in discover, knowledge attainment, and reflection (see Appendix E for a detailed

outline of the instructional strategy).

Media Selection

This workshop requires Web-based software to complete the assignments. The software

and online Websites utilized consist of Google Docs, Microsoft PowerPoint, Blackboard,

Blackboard Collaborate, ChooseMyPlate.com, CamStudio, Prezi, YouTube, and Zunal detailed

below. The workshop requires students to use their own computer or one available on campus.

In addition, the workshop requires faculty and students to have off campus high-speed Internet

access. In addition, the requirement exists of students possessing a mobile device capable of

downloading required applications and recording video. Learners may select video recording

and editing software as well as word processing software, file conversion software, and a video


upload site, either from a list provided or by obtaining pre-approval from the instructor(s).

Instructors of this workshop will utilize a Mac laptop running OS X installed with Microsoft

Office programs, CamStudio, and Zunal a Web-based software for WebQuest creation as well as

access to Blackboard and Blackboard Collaborate to post assignments and discussion board

topics.

Google Docs

Computer Requirements

Requires Windows Vista, Lion OSX (10.7) or later (Google, 2014).

Compatible for iPhone, iPad, iPod touch and Android.

Bandwidth requirements of 1250 MB download 500MB upload limit per day.

No additional supports needed.

Skills required

Creator of this media requires skill in creating a survey or form type of document.

Instructor will need basic knowledge to send survey to students through school e-mail.

Learner’s skills will require routine e-mail interaction.

Instructional tutorial provided through the link above on how to complete and navigate a

Google.doc survey.

Microsoft PowerPoint

Computer requirements

Microsoft PowerPoint software Version 14.4.1

Requires Windows Vista, Lion OSX (10.7) or later (Microsoft Corporation, 2014).

Bandwidth requirements of 1250 MB download 500MB upload limit per day.

No additional supports needed.

http://office.microsoft.com/en-us/powerpoint/

https://docs.google.com/


Skills required

Creator of video presentation requires proficiency in Microsoft PowerPoint.

Creator’s skills acquired through college professional development courses and

assistance from the college technology department.

The learner requirement of viewing the presentation does not require proficiency in

Microsoft PowerPoint.

Blackboard Software


Internet explorer 7 or later (Blackboard, 2014).

Safari in OS 10.5 or later.

Bandwidth highly recommended with an Internet speed of 56-k or above.

Additional supports required include browser, Java 6 & 7 Script.

Skills required

Proficiency in Blackboard Discussion boards.

Creator’s skills acquired through college professional development courses and


User’s skills acquired through previous use of Blackboard, during student orientation, or

utilizing the college technology department.

Blackboard Collaborate


Download for Windows XP/Vista/7/8 (32-bit) (Blackboard, 2014).

Download for Windows Vista/7/8 (64-bit).

Download for Mac OS X 10.6/10.7/10.8.

http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/Web-Conferencing/Plan/Plan-Download.aspx

http://www.blackboard.com/higher-education/index.aspx


Bandwidth highly recommended with Internet speed of 56-k or above.


ChooseMyPlate.gov


Requires Windows Vista, Lion OSX (10.7) or later (USDA, 2014).

Compatible with iPhone, iPad, and iPod touch. Application optimized for iPhone 5

(Apple, 2014).

Bandwidth requires a data plan or Wifi to download.


Skills required

Familiarity with the Website and the tools it offers.

Proficiency in downloading applications from social media.

Creator can access CookingDistrict.com for additional information about healthy

nutritional behaviors (Giga Chef, 2014).

CamStudio


Requires Microsoft Windows 95, 98, Me, NT 4.0, 2000, or XP (CamStudio, 2014).

Requires 400 MHz processor, 64 MB recommended, 4 MB of hard-disk space for

program installation.

Compatible for iPhone, iPad, iPod touch, and Android.

Bandwidth requires a data plan or Wifi to download.

Skills required

Creator of media requires proficiency in CamStudio video software.

http://camstudio.org/help/help.htm#_System_Requirements

http://www.choosemyplate.gov/


Creator’s skills acquired through college professional development workshops and


Instructional tutorial provided through the link above on how to complete and navigate

CamStudio.

Learner will be familiar with opening a video through proficiency with social media.

Prezi


Requires Windows Vista, Lion OSX (10.7) or later (Prezi, 2014).

Compatibility with Windows, Macs, iPhone, or iPad.

512 Kbps bandwidth DSL/Cable.

A wired connection is recommended.

Additional supports are Adobe Flash and/or Javascript.

Skills required

Creator requires proficiency in presentation creation and video recording.

Creator requires proficiency in downloading and running software.

Instructional tutorial on how to complete and navigate Prezi are provided through the link

above.

Learner requires familiarity of opening and navigating Prezi with social media skills.

YouTube


Requires Windows 7+, Mac OS X 10.7+ (YouTube, 2014).

Google Chrome, Firefox, Internet Explorer, Safari, or Opera.

Internet connection with 500+ Kbps.

https://www.youtube.com/yt/creators/index.html

http://prezi.com/


Additional support requires Adobe Flash Player.

Skills needed

Creator requires proficiency in video recording and uploading.

Creator needs a YouTube account.

Use of tutorial videos to aid learners to navigate the site.

Zunal


Allows creation the Web-based software to create WebQuests lesson plans without

writing HTML codes (Zunal, 2014).

Zunal provides a mobile-friendly interface for iPhone, Android, Blackberry, and etc.

Compatible with Windows, Vista, and Mac.

Skills needed

Creator requires proficiency in navigation of e-learning platforms.

Creator needs a Zunal account.

Instructional tutorial videos available to aid learners in site navigation.

Accessibility

The offering of the workshop will include college students with or without disabilities.

The software and applications utilized in the workshop may include closed caption and read-a-

loud text as well as accessible through the Internet. The University of Louisville's Disability

Resource Center states, "Some students use forms of technology called assistive or adaptive

technology. Assistive technology is software or hardware that helps students with disabilities do

something that might otherwise be difficult or impossible” (Disability Resource Center, 2014, p.

http://zunal.com/


1). Participants of the workshop will experience exposure to various multi-media and adaptive

tools.

Copyright

Participants in this workshop will learn the ethical and responsible use of copyrighted

materials through review of the fair use of copyrighted materials. "The distribution of

copyrighted materials without permission (over the Internet) can be a violation of federal law"

(UCR, 2014, p. 1). Instructors and students will utilize these laws accessing, using, and

referencing materials.


References

Apple. (2014). iTunes previews. Retrieved from https://itunes.apple.com/us/app/myplate-calorie-

tracker-your/id295305241?mt=8

Blackboard. (2014). Get Blackboard Collaborate™ plan. Retrieved from

http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/

Web-Conferencing/Plan/Plan-Download.aspx\

Blackboard. (2014). What’s new in Blackboard learn. Retrieved from

https://help.blackboard.com

Blevins, K. (2014). ChooseMyPlate Website Video. EDUC 633 New Media Presentation:

CamStudio. Retrieved from https://www.youtube.com/watch?v=0RvoHWLH70U

CamStudio. (2014). System requirements. Retrieved from

http://camstudio.org/help/help.htm#_System_Requirements

Cousineau, T., Franko, D., Ciccazzo, M., Goldstein, M. & Rosenthal, E. (2011). Web-based

nutrition education for college students: Is it feasible? National Institute of Health.

Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3074521/

CRON-O-Meter. (2014). CRON-O-Meter a free Web application for tracking your nutrition and

health data. Retrieved from https://cronometer.com/

Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction (6th ed.). Glenview,

Ill: Allyn & Bacon, Inc.

Disability Resource Center. (2014). Making technology for students with disabilities. Retrieved

from https://louisville.edu/disability/faculty-staff/making-technology-accessible-for-

students-with-disabilities

Henry, A. (2013). Five best food and nutrition tracking tools. Lifehacker. Retrieved from


http://lifehacker.com/five-best-food-and-nutrition-tracking-tools-1084103754

FatSecret. (2014). Your key to success. Retrieved from http://www.fatsecret.com/

Giga Chef. (2014). Cooking district. Retrieved from cookingdistrict.com

Google. (2014). System requirements and browsers. Retrieved from

https://support.google.com/drive/answer/2375082?hl=en

Google Play. (2014). MyPlate Tracker. Retrieved from

https://play.google.com/store/apps/details?id=com.zippypig.android.myplate&hl=en

HERI. (2014). First year students. University of California, Los Angeles Graduate School of

Education & Information Studies. Retrieved from http://www.heri.ucla.edu/index.php

Lose It. (2014). Weight loss that works. Retrieved from http://loseit.com/

Microsoft Corporation. (2014). PowerPoint. Retrieved from http://office.microsoft.com/en-

us/powerpoint/

MyFitnessPal. (2014). Lose weight with MyFitnessPal. Retrieved from

http://www.myfitnesspal.com/

Prezi. (2014). Prezi for windows/mac system requirements. Retrieved from

https://prezi.com/support/article/win-mac/prezi-for-windows-mac-system-requirements/

SparkPeople. (2014). Sparking millions of people to live healthier, happier lives. Retrieved from

http://sparkpeople.com/

Szapkiw, A., & Szapkiw, M. (2014). Module3: Analysis (P1: Needs Analysis). In Principles in

Design and Management in Distance Education, Instructional Unit 3.1. Retrieved from

http://www.amandaszapkiw.com/elearning/principles-of-design/module-3-1/index.html

University of California, Riverside (UCR). (2014). Understanding the Digital Millennium

Copyright Act. Retrieved from http://dmca.ucr.edu


USDA. (2014). ChooseMyPlate. Retrieved from ChooseMyPlate.gov

YouTube. (2104). Retrieved from https://www.youtube.com/yt/creators/index.html

Zunal. (2014). Zunal WebQuest maker. Retrieved from http://zunal.com/


Appendix A

Nutrition Pre-AssessmentPlease complete this survey about your eating and lifestyle habits. *Required

1. During the PAST 7 Days, how many times did you eat fruit? (Do not count fruit juices) *I did not eat fruit in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days

2. During the PAST 7 Days, how many times did you eat a green salad? *I did not eat a green salad in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days

3. During the PAST 7 Days, how many times did you eat other vegetables? (Do not count green salad) *

I did not eat other vegetables in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days

4. During the PAST 7 Days, how many times did you eat breakfast in the morning? * I did not eat breakfast in the morning in the past 7 days

1 day2-3 days4-5 days6-7 days

5. During the PAST 7 Days, how many times did you drink a can or bottle of soda? (DO NOT COUNT DIET) *

I did not drink a drink during the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 daysMore than 2 times per day

6. During the PAST MONTH, how often did you eat at fast food places? *I never eat at fast food places1-3 times during the past month2 times a week or less

3-5 times a weekI eat everyday at fast food places


7. Do you pay attention to making healthy food choices when you eat? *I never pay attention to making healthy food choicesI sometimes pay attention I frequently pay attentionI always pay attention

8. During the PAST 7 Days, how many days were you physically active for at LEAST 60 MINUTES per day? *

0 days1 day2-3 days4-5 days6 or more days

9. During the PAST 7 Days, what would be the average number of hours you sleep at night? *

8 or more hours5-7 hours4-6 hoursI do not have a regular sleep pattern

10. How would you describe YOUR weight? *Slightly underweightAbout the right weightSlightly overweightVery overweight

11. What is your gender? *MaleFemale

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Appendix B

ChooseMyPlate Lesson

The ChooseMyPlate Lesson uses CamStudio as a delivery system to show students

how to navigate the ChooseMyPlate Website.

Figure 1. ChooseMyPlate Lesson on government Website utilized for student learning (Blevins, 2014).

https://www.youtube.com/watch?v=0RvoHWLH70U


Appendix C

Reference List of Preferred Food and Nutrition Tracking Applications

Keeping track of what you eat and your caloric intake becomes easier with one of the following

applications. These applications feature a Web application and are available for iOS devices

from the Apple store and for Android devices from the Google Play store. Key points of each

application are included below to help you make the best choice for your tracking needs.

MyFitnessPal

large food database

popular restaurant menus included

breaks down what you eat into nutritional components

large online community

syncs with external activity trackers

free service

LoseIt

barcode scanners for packaged food or ingredients

can add custom recipes

syncs with external activity trackers

free for the basic application, $40/yr for the premium application

SparkPeople

network of sites

can add custom recipes and search for menu items


tracks exercise and activity

http://sparkpeople.com/

http://loseit.com/

http://www.myfitnesspal.com/


free service

CRON-O-Meter

simple but effective tool




free service

FatSecret



can share recipes with other users

provides a personal journal

online community

free service

http://www.fatsecret.com/

https://cronometer.com/


Appendix D

Nutrition Workshop Exit SurveyPlease complete this survey about your eating and lifestyle habits. *Required

1. During the PAST 7 Days, how many times did you eat fruit? (Do not count fruit juices) *I did not eat fruit in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days

2. During the PAST 7 Days, how many times did you eat a green salad? *I did not a eat green salad in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days

3. During the PAST 7 Days, how many times did you eat other vegetables? (Do not count green salad) *

I did not eat other vegetables in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days

4. During the PAST 7 Days, how many times did you eat breakfast in the morning? * I did not eat breakfast in the morning in the past 7 days

1 day2-3 days4-5 days6-7 days

5. During the PAST 7 Days, how many times did you drink a can or bottle of soda? (DO NOT COUNT DIET) *

I did not drink a drink during the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 daysMore than 2 times per day

6. During the PAST MONTH, how often did you eat at fast food places? *I never eat at fast food places1-3 times during the past month2 times a week or less

3-5 times a weekI eat everyday at fast food places


7. Do you pay attention to making healthy food choices when you eat? *I never pay attention to making healthy food choicesI sometimes pay attention I frequently pay attentionI always pay attention

8. During the PAST 7 Days, how many days were you physically active for at LEAST 60 MINUTES per day? *

0 days1 day2-3 days4-5 days6 or more days

9. During the PAST 7 Days, what would be the average number of hours you sleep at night? *

8 or more hours5-7 hours4-6 hoursI do not have a regular sleep pattern

10. How would you describe YOUR weight? *Slightly underweightAbout the right weightSlightly overweightVery overweight

11. In the PAST 7 Days, how often did you use an Application to record your food intake? *

I did not record my food intake1-2 meals in the past 7 days3-5 meals in the past 7 days1-2 times per day

12. Has your view of proper nutrition changed after completing this workshop? Explain how. *


13. Have you seen positive changes in your weight, academics, emotions, or social aspects of your life after completing his workshop? *

If YES, PLEASE EXPLAIN HOW

14. What is your gender? *MaleFemale

15. Would you recommend this workshop to other college students? *YesNo

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Appendix E

Throughout the Web-based modules college students will utilize virtual technologies to increase their nutritional knowledge

helping them identify and select healthy foods daily for at least two meals during their college years. Some modules will use Zunal a

learning management platform to create a WebQuest to deliver portions of this online education. Refer to Table D1 for proper

nutrition for college student’s workshop information.

Table D1

Proper Nutrition for College Student’s Workshop

Objectives Assessments Activities Instructional Content/ Materials

Readings Student Participation

Media Selection

TimeAllotment

Module 1 - Nutritional Knowledge

1: Utilizing internet resources students will identify gaps in nutritional knowledge

§ 1 - Google Doc pre-survey and discussion board posting

Assessment of students' prior knowledge of nutrition

Introductory Videos

Module Graphic Organizer

Google Doc tutorial and survey

Review two online resources for nutritional content and include in discussion posting

Download graphic organizer

Complete Survey

Complete discussion board posting

Google Sites 20-30 minutes




Media Selection

Time Allotment

Module 2 - Recognizing Nutritional Behaviors

2: Given introduction resources students will recognize healthy nutritional behaviors

§ 2 - Interactive video presentation and personal reflection by student

Navigate ChooseMyPlate site

Video presentation

Personal reflection

Website – ChooseMyPlate

PowerPoint tutorial

Reflection questions

View Website and Power-Point

Discussion board posting

Explore ChooseMyPlate Website

Watch videos

Write personal reflection and post in discussion board

Link to Choose MyPlate Video

Links to tutorials on Microsoft Power Point

20-30 minutes

Module 3 - The Effects of Poor Nutrition

3: Given Internet access, the learner will be able to recognize effects of diet on weight gain, stress, health, and academic performance

§3 - Students' personal assessment of nutritional behaviors

Instructor led video scenarios with periods of pause for interactive reflective question and answer period

Video presentation

Watch video

Review discussion posting requirement

Engage in learning through interactive video presentation

Complete personal assessment of own nutritional behaviors

Discussion posting

Instructor video presentation

20-30 minutes




Media Selection

Time Allotment

Module 4 - Personal Nutrition

4: Given previous activities evaluate and analyze current nutritional behaviors

§ 4 - Develop a plan for improved nutritional behavior

Complete a diary of nutritional intake for the last 48 hours

Download application on mobile device or computer

Write a discussion board posting reflecting on positive effects of utilizing a nutritional application

View list of applications and download application of choice

Record dietary intake for 48 hours

Discussion board posting

List of nutritional applications with links

Link to Web based tutorials on how to download applications

20-30 minutes

Module 5 - Nutritional Awareness

5: Evaluate and analyze nutritional knowledge compared to pre-survey

§ 5 - Develop a plan for improved nutritional behavior

Google Doc post-survey

Student video

Complete post-survey

Student video

Students will create video to demonstrate their personal use of nutritional application at a meal and upload to Blackboard Collaborative

Complete Google Doc post-survey

Creation of student video

Google doc

Student choice of media for video creation

20-30 minutes

Documents

EDUC 633 ISD Team and Collaborative Technology Identificationldavis-e-portifolio.weebly.com/uploads/2/9/6/8/29684755/… · Web viewBlackboard, Blackboard Collaborate, CamStudio,