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Using PebblePad to engage Nutrition and Dietetic students with Food Law
Dr. Sarah Burkhart
Lecturer, Nutrition & DieteticsUniversity of the Sunshine Coast, Australia
Overview
- The problem
- The solution…how PebblePad was integrated in this course
- Student and staff feedback/reflections
The problem
• Nutrition & dietetic (N&D) students require an understanding of food law– Food composition– Food classification– Production & processing– Retailing
• NUT201 Food Studies (2nd year course)
The problem
• Identify and interpret Australian food law in relation to food composition, classification, production, processing and retailing
• Empowered• Communication• Problem solving • Information literacy
The problem
• Lack of engagement
• ‘It’s boring’
• ‘I can’t understand the terminology’
• Doing the bare minimum to pass the assessment task
The solution?
• Moving from a paper based task A PebblePad workbook • 10 weeks • 3 – 4 tasks per week (matched the weekly content)
• Navigate the Food Standards Australia New Zealand (FSANZ) website to identify and apply relevant food regulation to answer the questions posed.
• Expected to visit food stores to find examples of some of these foods, to develop an understanding of the products and ingredients, and to review labelling and packaging.
Food Studies Portfolio
Food Studies Portfolio
Food Studies Portfolio
Food Studies Portfolio
Food Studies Portfolio
Food Studies Portfolio
Assessing the task
• Tasks from week 1 – 3, 5pm, Friday of Week 4 • Tasks from week 4 – 6, 5pm Friday of Week 7 • Tasks from week 7 – 10, 5pm Friday of Week 11
• NOTE: One week from each submission will be randomly assigned for marking.
• Each week was out of 25
Student feedback
Over 70% of the class, agreed or strongly agreed that having a PebblePad portfolio assisted their learning in this course
100% of the class agreed, or strongly agreed they had become more confident that they could locate information on the Food
Standards Australia New Zealand website
Student feedback
100% of students agreed, or strongly agreed
- I have increased my food knowledge- I have increased my understanding of food production and processing- I have become more confident in searching for sources of nutrition
information- I have become more critical of the information that I see regarding
nutrition
Student feedback
Evaluation of course NUT201 Food StudiesThe learning outcomes of this course were clear to me 4.8The structure and organisation of this course assisted my learning 4.8The learning and assessment tasks of this course helped me to achieve the learning outcomes 4.8The assessment criteria for each task were made clear in advance of the task’s submission 5.0The course helped me to obtain specific graduate attributes 4.8The materials developed for this course (lecture notes, lab books, readings etc.) were of high quality 5.0Library resources relevant to this course were readily accessible 4.6The University’s online learning management system, Blackboard, was an effective tool for learning in this course
4.8
Overall, I was satisfied with the way this course was taught 4.8Overall, I was satisfied with the quality of this course 4.9
Table 1. SETAC evaluation of course scores (NUT201, S1, 2016, response rate 21.3%, score/5)
Course coordinator reflections
• Students were actively engaged in the task
• Students clearly understood how to use the FSANZ website to locate information and could apply this to weekly content
• Need enough time to set the PebblePad workbook up
• Be aware of updates/changes to PebblePad
Course coordinator reflections
• Do a task in class time together (we did part of week 1)
• Marking was less onerous
• Students didn’t have any issues with only 3 weeks being marked
Moving forward…
• Moving to a fully flipped classroom in 2017
• 3hr workshops in our teaching kitchen – online Portfolio for each week (expanding on the Food Studies Portfolio used in 2016)
Thank you