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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