Instructional Design Technology Theory Final Project Adult Cooking BasicsLeah McCarvillPost UniversityThe Adult Cooking Basics course was designed to teach adults how to cook starting with the basics. The course will take the learner step by step through how to cook starting with how to read and adjust recipes and fnishing with their own full meal. Each learner will walk away with new skills in how to cook helping them to be a confdent cook. The learner will keep a running journal/cookbook that will be flled with their recipes classmate!s recipes con"ersion and measurement charts etc# that they can add to o"ertime e"en beyond the course if they so choose. $ think that this course will bewell recei"ed by my intended learners as it is geared to grow and adapt to the learner. %tili&ing formati"e assessment throughout each phase of this course will help to mold the course so that the learner can become the best cook that they would like to be. $ am confdent that the learners will be able to achie"e all the intended outcomes and be able to walk away from this course being able to cook on some le"el. The course material is set up in a specifc se'uence to start with laying a foundation of information needed to read a recipe then adding another skill that will build on each other o"er an eight week time frame. $ belie"e that the combination of on line and face to face classes will help the learners to achie"e their goal of cooking. A learner will only get out of a course what they are willing to put into it. (ith that said$ hope the learners! success will help to moti"ate them to continue on settingtheir own bar higher. Along with well demonstrated and thoughtful input to help the learners with any areas of need each learner can achie"e all of the outcomes successfully.As with any on line or hybrid class the learner needs to be able to be organi&ed and be able to set their own goals for success. $ think that on "arious le"els some learners may need more help and direction in some areas like the math to increase and decrease recipe ser"ings along with any ele"ation adjustments or it may be the ability to safely utili&e good knife skills. $ think that some barriers will de"elop as the course progress therefore making it di)cult to predict. *earners are people who ha"e di+erent backgrounds knowledge bases and skill sets. Therefore no set of learners will be the same from course to course. $ belie"e by utili&ing "arious assessment tools will help to detect areas of need any number of learners may ha"e and help the instructor to guide the learner in the right direction. The other side of the same coin is some people just aren!t able to cook and ha"e no confdence that they will be able to learn but are at least willing to gi"e it a try. These learners may not become e,cellent cooks but should be able to walk away with a sense of pride in gaining skills they did not possess thus far and are able to cook e"en if it is on a simple scale. (e all defne what are successes are in our own manner. An instructor can be moti"ating and a"ailable but the learner especially an adult learner needs to be able to aim high to gain high. -"er this course $ found that $ enjoyed learning the terminology and research behind instructional design. The many areas that make up this profession were e,tremely interesting to me. $ don!t think $ can point out just some. $ do know with a background in working with adults with de"elopmental disabilities where teaching occurs in some way shape or form e"ery day through formal teach strategies modelling or incidental teaching $ found this source of information backs up with studies and research what $ learned o"er the years. There ne"er seemed to be an area of study that really fts this form of work so people get degrees in early childhood de"elopment and human ser"ices. $ think that instructional design could be a basis for building a course of study or adding to a part of an already e,isting course of study for anyone working with indi"iduals with de"elopmental disabilities. $ know most people just put these people in the special education category but there is more to what some of the indi"idual!s$ know and ha"e known need and want to learn. These indi"iduals especially those with institutional backgrounds can be "ery capable but were ne"er taught simple things like how to brush their teeth because someone just did it for them. .ay be because it took the indi"idual too long or needed more assistance then the attendant was able or willing to gi"e. $ think being able to take what $ ha"e learned and put more solid information behind the ideas $had been taught was the most e,citing part about this class to me. $!m sure that was not the intention but the outcome for me.$ ha"e struggled with putting the assessment portion into organi&ed well worded thoughts but $ getthe premise for all of them. $ still struggle with the narrowing down of feedback being so limited and structured. $ think we all need a pat on the back when we do well and need to ha"e guidance when we need help. /or e,ample formati"e assessment $ feel is e,tremely important to the learning process but it is considered an informal assessment. $ may be taking the information too literal in a sense. $ do know that combining assessments is important so $ guess the lines can be blurred more than $ may see.*ooking at what $ would be curious to learn more about in instructional design $ think would be the technology angle. $ think that there are a lot of tools that can be used to enhance learning on a lot of le"els. $ would want to learn more about that side of instructional design. $ would like to know how to put together websites with course material and such for the feld $ work in. That is a missing piece. $ think that o"erall $ am coming away from this course with a better grasp on what instructional design is and what goes into creating good instructional design. LEARNER CHARACTERISTICS CHECKLISTThese lessons are intended to de"elop cooking skills for adults who are a minimum of 01 years of age who would like to learn techni'ues necessary toprepare simple to moderate le"els of dishes and meals. This class will typically ha"e "arying degrees of education le"els and comprehension le"els.Therefore2 it is important that the instruction be deli"ered so that e"eryone will be able to understand. This class will be a hybrid class which includes some online learning along with face to face class time to allow for 'uestionsand additional help with the techni'ues being taught. 3ome basic computer knowledge is needed to complete the online portion of these lessons. The management for this program ha"e discussed that this class can be recordedto allow for a complete online learning e,perience. 4owe"er2 at this point thelessons will be face to face class time along with indi"idual online learning only.The learner will use their sense of smell taste and hearing to learn some of the subtle skills needed when cooking.Although cooking does re'uire the learner to be able to use their senses adaptation can be made as needed to assist a learner. /or e,ample e"en though smell is an important facet in cooking one can use taste and "isuals to help any learner with olfactory problems to succeed. *earners should ha"e good reading and basic math skills. They will need to be able to read directions 5recipes6 and increase or decrease measurements to adjust recipes to meet the needs of the meal plan. Therefore2 some of the basic math skills needed will be re"iewed to reinforce the knowledge some learners already ha"e and to assist those that may need a refresher. To meet the needs of all of the learners there will be pictorial adaptations to the recipes along with "ideos of techni'ues as guidance for those who are more "isual learners. 3ome ability to function in kitchen is desirable but not necessary as this is a beginner!s class. 3ince this class will be a hybrid class combining online and class room work the learner should ha"e basic computer skills along good organi&ational skills in order to keep up with the class.3elf7moti"ation an interest in learning to cook and the ability to adjust to the hybrid en"ironment that will be in"ol"ed throughout these lessons is important. The online portion of these lessons will re'uire the learners to be organi&ed and self7moti"ated to complete the assigned preparation for the face to face class. Each techni'ue will include meal and food options for the students to choose from for their weekly projects. This will allow for those with food allergies and/or religious and cultural food restrictions to participate freely and not lose interest in the content of these lessons.(hen in the face to face class sessions it is important that the learners are able to collaborate with each other to help establish a support system that could help them with the online portion of their classes. These potential relationships could pro"ide a means of practicing or obtaining guidance from or with a classmate outside of the face to face class time.The encouraged collaboration must go hand in hand with the ability to follow the instructor!s directions. 8uestions and concerns will be addressed as need in specifc segments of time during the face to face classes to ensure consistency of instruction for all learners. Any additional assistance during these classes can be addressed while the instructor is obser"ing.As the lessons progress learners should be able to learn to handle preparing more than one dish at a time in order for them to cook a complete meal. This process will re'uire the learners to learn how to multitask and de"elop good spatial relations in a kitchen en"ironment. These lessons are being prepared to address as many learners needs as possible but will most likely need to be adapted as the lessons progress and issues occur. There will be a sur"ey presented to the learners at the end of the last lesson. These sur"eys will be re"iewed and used as a tool to further adapt the lessons to help enhance the learners! e,perience.The analysis of the learning e,perience will continue as the lessons adapt and change to ensure that this course continues to li"e up to the e,pectation of all interested learners and the management o"erseeing this program of study.1. Cognitive Characteristics:9 general aptitudes9 functional literacy 5e.g. reading le"el69 "isual literacy 5e.g. ability to percei"e graphics69 computer literacy9 learning styles 2. Personality Characteristics:9 moti"ation to learn9 interests9 attitudes toward learning. Social Characteristics: 9 relationships with peers9 attitudes toward authority9 racial or ethnic background9 culture!. Physical Characteristics:9 "isual abilities9 auditory abilities9 tactile abilities9 age"#$ectives an% Tas&s 'or&sheetLEARNIN( ")*ECTI+ESObjective 1 - After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e# the cooking students ill $e a$le to de!onstrate their a$ility to understand reci"e ter!inology and adjust reci"e !easure!ents through ti!ed testing ith a !ini!u! "assing grade of %&'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill $e a$le to understand reci"e ter!inology and adjust reci"e !easure!ents'C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e'D (Degree) * The cooking students ill de!onstrate their a$ility to understand reci"e ter!inology and adjust reci"e !easure!ents through assign!ents# eekend# !idter! and final testing ith a !ini!u! "assing grade of %&'Objective 2 - After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e the cooking students ill de!onstrate "ro"er knife skills $y "re"aring a salad of their choice ith + or less errors'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill de!onstrate "ro"er knife skills'C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e over a + eek ti!e "eriod'D (Degree) * The cooking students ill de!onstrate "ro"er knife skills $y !aking a salad of their choice ith + or less errors'Objective 3 - After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e over a to eek "eriod the cooking students ill de!onstrate the a$ility to "re"are a !ain dish (i'e' !eat or vegetarian su$stitute) $y utili,ing either dry heat (saut-ing."an frying# grilling.$roiling# or roasting.$aking) or !oist heat ("oaching# si!!ering# and $oiling# stea!ing# or $raising and steing) ith + or less errors each eek'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill de!onstrate the a$ility to "re"are a !ain dish (i'e' !eat or vegetarian su$stitute) $y utili,ing either dry heat (saut-ing."an frying# grilling.$roiling# or roasting.$aking) or !oist heat ("oaching# si!!ering# and $oiling# stea!ing# or $raising and steing)C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e'D (Degree) * The cooking students ill de!onstrate the a$ility to "re"are a !ain dish (i'e' !eat or vegetarian su$stitute) $y utili,ing either dry heat (saut-ing."an frying# grilling.$roiling# or roasting.$aking) or !oist heat ("oaching# si!!ering# and $oiling# stea!ing# or $raising and steing) ith + or less errors each eek'Objective 4 - After revieing !aterials "rovide online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e the cooking students ill de!onstrate the a$ility to "re"are a vegeta$le side dish $y utili,ing one of the folloing techni/ues scalding and $lanching# stea!ing# roasting or $aking ith + or less errors'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill de!onstrate the a$ility to "re"are a vegeta$le side dish $y utili,ing one of the folloing techni/ues scalding and $lanching# stea!ing# roasting or $aking'C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e'D (Degree) * The cooking students ill de!onstrate the a$ility to "re"are a vegeta$le side dish $y utili,ing one of the folloing techni/ues scalding and $lanching# stea!ing# roasting or $aking ith + or less errors'Objective 5 - After revieing !aterials "rovide online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e the cooking students ill de!onstrate the a$ility to "re"are a starch or si!ilar side dish utili,ing one of the folloing techni/ues $oiling# saut-ing."anfrying# grilling.$roiling# or $aking ith + or less errors'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill de!onstrate the a$ility to "re"are a starch or si!ilar side dish utili,ing one of the folloing techni/ues $oiling# saut-ing."anfrying# grilling.$roiling# or $aking'C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e'D (Degree) * The cooking students ill de!onstrate the a$ility to "re"are a starch or si!ilar side dish utili,ing one of the folloing techni/ues $oiling# saut-ing."anfrying# grilling.$roiling# or $aking ith + or less errors'Objective 6 - After revieing !aterials "rovide online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e the cooking students ill de!onstrate the a$ility to "re"are a dessert of their choice utili,ing one of the folloing techni/ues $aking# fro,en# cold# or"astry ith + or less errors'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill de!onstrate the a$ility to "re"are a dessert of their choice' The student ill utili,ed $aking# fro,en# cold# or "astry techni/ues'C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e'D (Degree) * The cooking students ill de!onstrate the a$ility to "re"are a dessert of their choice utili,ing one of the folloing techni/ues $aking# fro,en# cold# or "astry ith + or less errors'Objective 7 - After revieing !aterials "rovide online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e the cooking students ill de!onstrate the a$ility to "lana full !eal that includes co!"li!enting salad# !ain dish# side dishes and dessert including a""ro"riate a!ount of servings for each ith 0 or less errors'A (Audience) * Cooking studentsB (Behavior) * The cooking students ill de!onstrate the a$ility to "lan a full !eal that includesco!"li!enting salad# !ain dish# side dishes and dessert including a""ro"riate a!ount of servings for each one'C (Condition) * After revieing !aterials "rovided online# co!"leting online eekly assign!ents and tice eekly face to face class ti!e'D (Degree) * The cooking students ill de!onstrate the a$ility to "lan a full !eal that includes co!"li!enting salad# !ain dish# side dishes and dessert including a""ro"riate a!ount of servings for each one ith 0 or less errors'TASK ANAL,SIS:roject Title/Topic; Cooking for Adults 7 Beginners Class"#$ective Tas&s-S&ills-Ste.s Tools /i0 nee%e%1Objective 1 - After revieing !aterials "rovided online# co!"leting online eeklyassign!ents and tice eekly face to face class ti!e# the cooking studentsill $e a$le to de!onstrate their a$ility to understand reci"e ter!inology and adjust reci"e !easure!ents through ti!ed testing ith a !ini!u! "assing grade of %&'The student will choose a recipefrom the gi"en list or pro"ide a recipe to share that they would like to make in the future.ComputerCookbooksni"es and cutting boards*earn how to dice appropriate items for salad.Computer>ni"es and cutting boards*earn how to ?ulian appropriate items for salad.Computer>ni"es and cutting boards*earn how to peel items for salad.Computer>ni"es and cutting boardsCombine ingredients as instructed by recipe.ComputerCookbook5s6:lace in ser"ing dish and ser"e. @ishesObjective 3 - After revieing !aterials "rovided online# co!"leting online eeklyassign!ents and tice eekly face to face class ti!e over a to eek "eriod the cooking students ill de!onstrate the a$ility to "re"are a !ain dish (i'e' !eat or vegetarian su$stitute) $y utili,ing either dry heat (saut-ing."an frying# grilling.$roiling# or roasting.$aking) or !oist heat ("oaching# si!!ering# and $oiling# stea!ing# or $raising and steing) ith + or less errors each eek'Choose a recipe from a gi"en list or a fa"orite dish recipe the student would like to learn to make.ComputerCookbook5s6nife and cutting boardCook side dish at the appropriate temperature utili&ing the appropriate pot/pan to boiling sautBing/panfrying grilling/broiling or baking.ComputerCookbook5s6:ot/pan:lace in a ser"ing dish and ser"e.@ishesObjective 6 - After revieing !aterials "rovide online# co!"leting online eeklyassign!ents and tice eekly face to face class ti!e the cooking students ill de!onstrate the a$ility to "re"are a dessert of their choice utili,ing one of the folloing techni/ues $aking# fro,en# cold# or "astry ith + or less errors'Choose a recipe from list pro"ided or student preference.ComputerCookbook5s6