FSHN 101 Instructional Media Research Project

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University of Illinois at Urbana-Champaign Imagi
ng Technology Group (ITG)Forum FSHN
101 Instructional Media Research Project Jim
Javenkoski Graduate Research Assistant Department
of Food Science and Human Nutrition Thursday, 7
September 2000
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Presentation outline

• I. Course description
• II. Project description
• A. Research rationale
• B. Research questions
• C. Systems Approach Model
• D. Needs assessment
• III. Prototype molecular animations
• IV. Conclusions

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Course description

• Enrollment 213 students
• Class and curriculum diversity
• Content features 4 units of instruction(10
  classroom lectures each)
• 1. Nutrition and health
• 2. Food composition and chemistry
• 3. Food microbiology and processing
• 4. Food laws, quality, and the consumer

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Photograph by David Riecks, UIUC-ACES-ITCS.
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Photograph by David Riecks, UIUC-ACES-ITCS.
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Pedagogical rationale
Increasingretention of instructional content
Adapted from Dale 1946
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Physiological rationale
Adapted from Van Essen and Drury (1997)
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Research questions

• Will the learners comprehension of the topicof
  phase transitions in water improve if they are
  taught with a continuous media representation of
  the phase diagram instead of a discrete media
  representation?
• Which learner characteristics predict improved
  comprehension of the instructional media?
  Existing knowledge, learning style, major?

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Systems Approach Model

• Developed in 1968 by Walter Dick at FSU.

Excerpted from Dick and Carey (1996)
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Needs assessment

• During the Fall 1999 and Spring 2000 semesters,
  Dr. Schmidt used the Muddiest Point in the
  Lecture feedback technique (Mosteller 1989) to
  identify topic-specific comprehension problems
  among the students
• Feedback captured with FSHN 101 Microtheme cards
  distributed during Lecture 11 Food Chemistry
  The Basics

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FSHN 101 Microtheme card
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Needs assessment results

• Ive had lots of chem so everything was review
  for me.
• It was all clear because I just finished this
  section in Chem 102.
• The least clear part of the lecture was the
  graph that we studied about the general phase of
  water. I still really dont understand about the
  triple point and how a solid could go directly to
  a gas phase
• Why the temperature and pressure relates to
  food, especially the food diagram. It didnt seem
  necessary to know b/c we couldnt see the
  relevance.

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Needs assessment results

• Responses to What was the muddiest point of
  todays lecture?

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Blooms Taxonomy
Excerpted from Bloom (1956)
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Instructional objective

• Exclusive to the cognitive learning domain
• Focuses solely on the phase transition of water
  content presented each semester in FSHN 101
  Lecture 11
• Comprised of three parts, each associated with
  agraphical abstraction of phase transitions in
  water

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Adapted from Shaw and others (1991)
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Adapted from Roos (1995)
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Prototype molecular animations
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Conclusions

• . Suggestions for TAs
• . Attempt to convince students that the
  assignment is relevant to their careers
• . Encourage use of The Writers Workshop
• . Offer early draft review as incentive
• . Use peer evaluation forms
• . Dont procrastinate with grading
• . Capture feedback on IEF and ICES forms

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References

• Bloom B. 1956. Taxonomy of educational
  objectives. New York David McKay Company. 207 p.
• Dale E. 1946. Audio-visual methods in teaching.
  New York. Dryden Press. 546 p.
• Dick W, Carey L. 1996. The systematic design of
  instruction, 4th ed. New York Longman. 385 p.
• Mosteller F. 1989. The Muddiest Point in the
  Lecture as a feedback device. On Teaching and
  Learning, The Journal of the Harvard-Danforth
  Center 31021.
• Roos YH. 1995. Phase transitions in foods. San
  Diego Academic Press. 360 p.
• Shaw RW, Brill TB, Clifford AA, Eckert CA, Franck
  EU. 1991. Supercritical water a medium for
  chemistry. 69(51)26-39.
• Van Essen DC, Drury HA. 1997. Structural and
  functional analyses of human cerebral cortex
  using a surface based analysis. J. Neuroscience
  17(18)70797102.