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Wine and Food Pairing Implementation Plan Renee Kowalchik May 2013

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  1. 1. WineandFoodPairing ImplementationPlan ReneeKowalchik May2013
  2. 2. 1 WineandFoodPairing-ImplementationPlan ModuleOverviewandDescription: Thisinstructionalmoduleisdesignedtoteachstoreclerksatawineretailerhowtohelp customerschooseawinetopairwithameal.Thismodulewillnotmaketheclerksexpertwine sommeliers,butwillgivethelearnersthetoolstomakesomegeneralsuggestionstohelpcustomers. Becauseofthecomplexityofwinetastingandpairinginadditiontothetimelimit,thismodulewillfocus onlearnerswhohaveatleastageneralknowledgeofwinetypesandthecharacteristicsusedtodescribe wine. LearnerAnalysis: First,thelearnersforthismodulewillallbeadults.Becausethisemployeetrainingdealswithan alcoholicbeverage,theagerestrictionsimposedbythegovernmentwillonlyallowemployeesoverthe ageoftwenty-one.Knowingthatallofthelearnerswillbeadultsgivesthedesignerssomedirectionfor structuringthetraining.AccordingtoKnowles,asdescribedbyMarkSmithinhisarticle,adultlearners areself-directed,haveincreasedbackgroundandlifeexperiences,andaremotivatedandreadytolearn (Smith,2002).Thesecharacteristicsmayapplyinthedesignofthismodulefirstbyrequiringthetraining tobeflexibletoincreasethelearnerscontroltoworkwiththeirself-directednature.Inaddition,itis likelytheadultlearnerswillappreciatetheconnectionstolifeexperiencesandthedirectrelationshipto theirjobasasalespersonforthewineretailer. Anothergeneralizationthatcanbemadeistheminimumacademiclevelofthelearners.Duetothe natureofthejob,theemployeronlyhiresindividualswithatleastahighschooldiplomaandsome experienceinaretailsetting.Becauseoftheserequirements,thelearnersallreadataminimumofan eighthgradereadinglevelandhavesomeexperienceusingcomputers.Thesecharacteristicsarea considerationwhendesigninginstructiontoinsurethatthetextisreadableforthelearnerand multimediaisaccessibleusingacomputer. Thecharacteristicsoftheactuallearnersparticipatinginthismodulearesimilartoeachother. Theyaresummarizedinthetablebelow.Itissuggestedinthetextthatinstructionbedesignedsothatit isslightlymorechallengingthanwouldbeexpectedfortheaveragelearnertoaccomplish.Inthisway, supplementsorstrategiesincoursestructuremaybeavailableforthoselearnerswhoarestruggling,but themajorityoflearnersarechallengedandengaged(Morrison,Ross,Kalman,&Kemp,2011). Audience Retailstoreclerks GeneralLearner Characteristics Age:40-60+ Gender:Females Education:Graduatedegree WorkExperience:1-30years EthnicityWhite Prerequisites Allarefamiliarwithgeneraltypesofwine Allarefamiliarwithdifferenttypesoffoods PriorExperience Allhaveexperiencewithcustomerservice Allarecasualwinedrinkerswhounderstandthecharacteristics usedtodescribewine AttitudeandMotivation Beingonlycasualwinedrinkers,theseparticipanthavelittle experiencepairingfoodandwine Allparticipantsarewillingtolearnmoreaboutwine/foodpairing
  3. 3. 2 InstructionalContext: Thelearnersinthismoduleareallcasualwinedrinkers.Theyknowthenamesandsomegeneral characteristicsofdifferenttypesofwine.Theyalsohaveabasicknowledgeoffoodandfoodpreparation. Theseprerequisiteskillsandknowledgewillbeusedtohelpthelearnerunderstandwhycertainwines pairwellwithspecificfoods.Beingabletosuccessfullypairwineandfoodwillhelpthestoreclerks improvecustomerservice,butwillalsobebeneficialintheirpersonallivesasallofthemdrinkwineat leastoccasionally.Learnersbuildpersonalinterpretationsoftheworldbasedonindividualexperiences andinteractions.(Ertmer,Newby1993)FromAdultlearning,learningoccursthroughindependent actionofthelearner,whenlifeexperiencecanbeusedasaresourceforlearning,whenlearningneeds arecloselyalignedtosocialroles,isproblemcenteredandismotivatedbyinternalfactors.(Conlan, Grabowski,&Smith,2003)Keepingthesepointsinmind,theinstructionfocusedonbuildingonthe learnerspriorknowledge,ondevelopingtheirinterestinlearningaboutwineandfoodpairing,andon improvingtheirabilitytohelpcustomers. Theinstructionalmodulewillbeablendedformat,someoftheinformationispresentedtoeach individualinamultimediaformatviacomputerandotherpartsrequireindividualandlargegroup instructionbyafacilitator.Accesstocomputers,wirelessinternet,writingimplementsfortakingnotes, andalargeworkspaceonwhichtoplaceseveralwineglasses,fooddishes,andutensilsisrequired.Each participantwillneedaParticipantGuidewhichshouldbeprintedinadvance.Astove,oven,and refrigeratorareallrequiredforfoodandwinestorageandfoodpreparation.Samplesofvariousfoods andwinedescribedlaterinthismodulearerequiredforeachparticipant.Thefoodschosenarethose thatcanbefoundeasilypre-madeinmostgrocerystores.Thiswillkeeppreparationtoaminimum. UnitGoalsandInstructionalObjectives: Therearethreegoalsforthisinstructionalmodule: 1. Explaintherulesforpairingwineandfood 2. Matchfoodwithanappropriatewine 3. Helpapotentialcustomerchooseawinethatwillpairwellwiththeirmeal Inorderforthesegoalstobemet,thefollowinglearningobjectivesmustbecompleted: 1. Identifywineandfoodcharacteristicsthataffectthepairingrelationship 2. Listtherulesforpairingwineandfood 3. Groupwineandfoodbasedontheirdominantcharacteristics 4. Makeappropriateconnectionsbetweenwineandfoodbasedontheircharacteristics 5. Suggestappropriatewineusingcustomerinput InstructionalStrategies: IntroductionbyFacilitator(5minutes) Handoutlearnerpacket.Referlearnerstothewineguideonpage2thatsummarizesthe characteristicsofsomepopulartypesofwine.Notethatthewinesusedinthismoduleare highlighted. MultimediaPresentationRulesforWineandFoodPairing(10minutes) Inthisinteractive,multimediapresentation,thelearnerswillbeintroducedtotherulesforhowto
  4. 4. 3 successfullypairwineandfood.Thispartoftheinstructionwillbecomputer-basedwitha graphicorganizerlocatedinthelearnerpacketonwhichparticipantscantakenotes.Itwillend withashortquiztocheckforunderstanding. WineandFoodPairing(35minutes) Theparticipantswillreceivesamplesofwineandfoodtotesttherulesforthemselves.Directions forthisactivityareinthelearnerpacketalongwithaplacefortheparticipantstotakenotesif theyshouldsochoose.Therewillalsobeanopportunitytotrysomeofthewineswithfoodsthat donotpairwell. PuttingitAllTogether(10minutes) Theparticipantswillcompleteafinalmultimediaactivitytoreviewthepairingrules,andto practicehelpingcustomerschooseanappropriatewine.Thisisintheformancomputer-based quiztoassesshowwellthelearnercanpairwineandfood. LearnerAssessmentStrategies: Theoverallgoalintrainingandeducationalsettingsistodeterminestudentsuccessinlearning. (Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011).Formativeassessmentofthelearnerwill takeplacethroughoutthemoduleasthefacilitatorinteractswiththelearners.Askingthelearner questionsandgaugingtheirunderstandingthroughone-on-onediscussionsisaquickandeasywayto determinelearnerprogress.Thiscanbedoneatallstagesofthemoduleforallofthelearninggoalsand objectives.Thereisalsoashortquizattheendoftheinteractivemultimediapresentationontherulesof pairing.Thisquizwillallowthefacilitatortodeterminewhoisreadytomoveontotheactualtastingof thefoodandwinepairs.Thequizwillfocusontherulesforpairingwineandfood,whichisalignedwith thefirstgoalofthismoduleExplaintherulesforpairingwineandfood.Theobjectivesthatsupport thisgoalandaretestedinthisassessmentareidentifyingwineandfoodcharacteristicsthataffect pairing,listingtherulesforpairing,andgroupingthefoodandwinebasedontheircharacteristics. Wewillusesummativeevaluationasitisdirectedtowardmeasuringthedegreetowhichthe majoroutcomesareattained.(Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011)Summative assessmentwilltakeplaceinthelastsectionofthemodulewhenthelearnercompletestheinteractive assessmenttoreviewtherulesandsuggestwinepairingstoafictitiouscustomer.Usinginformation providedbyacustomer,thelearnerwillneedtogiveapossiblewineparingthatwillcomplementthe description.Inthisway,thelearnerwillshowthattheyareabletosuccessfullyhelpcustomers.This assessmentmeasurestheleveltowhichlearnershavemetthesecondandthirdgoalsstatedearlier, MatchfoodwithanappropriatewineandHelpapotentialcustomerchooseawinethatwillpairwell withtheirmeal. Thelearnerswillalsocompleteashortsurvey.Thissurveywillincludequestionsaboutwhether ornottheyenjoyedthelesson,iftheywouldlikemoreinformationonthetopic,andwhattheythoughtof thecourseitself.Whilethesequestionsarenotdirectlyrelatedtothegoalsofthecourse,theevaluation willhelptodeterminewhetherornotthelearnersthoughtthatthelessonwasbeneficial,andifthereare changesthatmightneedtobeconsideredifthelessonweretobeusedagain. SummaryofModifications: Themajormodificationmadewasfocusingthegoalsandobjectivesonwineandfoodpairingonly. Becausethelearnersallhaveageneralknowledgeofwine,thereisnoneedtoinstructonthe characteristicsofwineandwinetasting.Thiswillalsosolvetheproblemofthemodulebeingtoolong. Theoriginalplanhadexpectedawidevarietyoflearnercharacteristicsandwasdesignedbasedonthe largerangeofpriorknowledgeavariedgroupcouldbeexpectedtohave.Becausetheactuallearnersfor
  5. 5. 4 thismodulehaveverysimilarcharacteristicsandalargeamountofpriorknowledgeaboutwineand food,theinstructionalmaterialscouldbetailoredtothatlevel.Thelearningrelatedschemesuggests waystosequencecontentbasedonlearnercharacteristicsidentifiedinthelearneranalysis.Thisscheme considersdifficultyofmaterial,itsappealorinteresttothelearner,prerequisiteinformationandthe learnerscognitivedevelopment.(Morrison,G.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011)Becausethe learnersareverysimilar,itwasmucheasiertofocusontheirstrengthsanddeficiencieswhendesigning theinstruction.Theinstructionalmaterialswererevisedwiththisfocus,andnowincludecomputer- basedsegmentsinadditiontofacilitatorledinstruction. Theothermajormodificationdealswiththelevelofproficiencyexpectedasaresultofthe instruction.Becauseofthecomplexityofthetopicandthelimitedamountoftime,theprocessoffoodand winepairingwassimplifiedasmuchaspossible.Thetypesofwineusedinthemodulewerelimitedto justfiveverycommonandversatilevarietals,sothatwhilethelearnerwillnotbeanexpert,theywillbe abletomakesomegeneralpairingsthatwillhelpthecustomers.Inaddition,thefoodschosentodothe tastingportionofthelessonarethosethatcanbepurchasedpre-madeandstoredandheatedquicklyand easily.Thisshouldreducethetimenecessaryforthelesson,butstillgivethelearnerenoughexperience tofeelmorecomfortablehelpingcustomersselectwine.
  6. 6. 5 REFERENCES Conlan,J.,Grabowski,S.,&Smith.(2003).AdultLearning.Emergingperspectivesonlearning,teaching andtechnology.http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning Ertmer,P.A.andNewby,T.J.(1993).Behaviorism,Cognitivism,Constructivism:Comparingcritical featuresfromanInstructionalDesignperspective.PerformanceImprovementQuarterly,6(4),50-72. Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.(2011).DesigningEffectiveInstruction(6thed.). Hoboken,NJ:JohnWileyandSons. Smith,M.K.(2002).MalcolmKnowles,informaladulteducation,self-directionandandragogy.The encyclopediaofinformaleducation.Retrievedfromhttp://www.infed.org/thinkers/et- knowl.htm#andragogy
  7. 7. WineandFood Pairing ParticipantGuide
  8. 8. 1 WineGuide Usethisguideasareferenceasyouidentifythecharacteristicsofwinethataffectthepairing relationship.Thewineswewillbeusinginthislessonarethosethatarehighlighted. Full-Bodied,RichWines: CabernetSauvignon:(Red)Full-flavored,fruity,somewhattannicwine.Traditionalwineforformal dinners,workswellwithrichbeefdishes,wildgame,andheavysauces. Merlot:(Red)SofterandwithlesstanninsthanCab(above),butstillfull-flavored.Veryversatileworks withmostredmeats,mushroomsauces,andotherstrong,richflavors. Medium-Bodied,FruityWines: Chianti:(Red)Elegant,mediumflavorwithhighacidity.Workswellwithacidicfoodsliketomatoes. Chardonnay:(White)Rich,full-flavoredwine.Veryversatileandpairswellwithfoodsthatarefullof flavorandcomplex. Gewurztraminer:(White)Full,rich,andexoticallyflavored.Sometimesdescribedasspicy.Becauseof thisisworkswellwithfoodsthatarespicyandflavorful. Light-Bodied,CrispWines: SauvignonBlanc:(White)Light-flavoredandcrisp,oftendescribedasChardonnayslightercousin. Workswellwithdelicatelyflavoredfoodsoracidicdishes. PinotGrigio:(White)Lightwithcitrusyflavor.Workswellwithlean,simpledishes. Medium-Bodied,SweetWines: WhiteZinfandel:(White)Fullflavoredwithspicyundertonesandsignificanttannins.Workswellwith full-flavoredandspicydishes. Light-Bodied,SweetWines: Reisling:(White)Fruitywineswithcrispfinish.Workswellwithrichflavorsandspicysauces. Informationobtainedfromthefollowingwebsites: http://foodandwinepairing.org http://sutterhome.com
  9. 9. 2 Notes:RulesofWineandFoodPairing #1Rule:____________________________________________________________________ Guideline Explanation Examples
  10. 10. 3 DirectionsforTastingFoodandWinePairs Inthissectionofthelesson,youwilltastedifferentwinesandfoodstogethersothatyoucanexperience firsthandthedifferentfoodandwinepairsthatfollowtheguidelinesyoujustlearned. TastingProcess: 1. Collectthesamplesofwine.Thereare5differentwinesyouwilltaste;theyarelistedinthechart onthenextpage. 2. Obtainasmallsampleofthefirstfoodtopair.Locatethewinethatwillpairwellaccordingtothe guidelines. 3. Tastethewinefirstallowingthewinetocoatyourtongueandmouth.Thentastethefood, followedbyanothersipofwine.Ifyouwouldliketotakenotesonyourexperience,youmaydoso onthechartprovidedoronthebackofthepaperifmoreroomisneeded. 4. Cleanseyourpalatebyeatinganoystercrackeranddrinkingsomewater. 5. Chooseanotherwinefromthegrouptopairwiththefoodyoujusttastedandrepeatsteps3and4. 6. Considerthefollowingquestions:Doyoulikethefirstorsecondcombinationbetter?Didyou expectthepairtoworkwhyorwhynot?Again,youmaytakenotesifyouchoosetodoso. 7. Repeatsteps3-6foreachofthedifferentfoodsandwinesyouwouldliketotaste.Youneednot tasteeveryfoodorwine,ifthereissomethingyoudonotcareforyoumayskipit. 8. Whenyouhavetastedallofthepairsyouwouldliketoexperience,youmaydisposeofany leftoversandmoveontothelastsectionofthelessononthecomputer.
  11. 11. 4 Notes:TastingWineandFoodPairs Usethischarttomakenotesaboutyourtastingexperience.Thosecombinationsmarkedwithastarare thosethatexemplifythepairingguidelinesjustpresented.Inadditiontotastingthose,trysomeofyour owncombinationstotestoneormoreoftheguidelines. WhiteWines RedWines Reisling Sauvignon Blanc Chardonnay Merlot Chianti GrilledBeef PorkBBQ PorkRoast FriedChicken ChickenTacos Shrimpwith CocktailSauce Lemon-Butter Tilapia PastaAlfredo Lasagna
  12. 12. WineandFoodPairing EvaluationPlan ReneeKowalchik May2013
  13. 13. WineandFoodPairingEvaluationPlan EvaluationProcess Theoverallgoalintrainingandeducationalsettingsistodeterminestudentsuccessinlearning. (Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011).Formativeassessmentofthelearnerwill takeplacethroughoutthemoduleasthefacilitatorinteractswiththelearners.Askingthelearner questionsandgaugingtheirunderstandingthroughone-on-onediscussionsisaquickandeasywayto determinelearnerprogress.Thiscanbedoneatallstagesofthemoduleforallofthelearninggoalsand objectives.Thereisalsoashortquizattheendoftheinteractivemultimediapresentationontherulesof pairing.Thisquizwillallowthefacilitatortodeterminewhoisreadytomoveontotheactualtastingof thefoodandwinepairs.Thequizwillfocusontherulesforpairingwineandfood,whichisalignedwith thefirstgoalofthismoduleExplaintherulesforpairingwineandfood.Theobjectivesthatsupport thisgoalandaretestedinthisassessmentareidentifyingwineandfoodcharacteristicsthataffect pairing,listingtherulesforpairing,andgroupingthefoodandwinebasedontheircharacteristics. Wewillusesummativeevaluationasitisdirectedtowardmeasuringthedegreetowhichthe majoroutcomesareattained.(Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011)Summative assessmentwilltakeplaceinthelastsectionofthemodulewhenthelearnercompletestheinteractive assessmenttoreviewtherulesandsuggestwinepairingstoafictitiouscustomer.Usinginformation providedbyacustomer,thelearnerwillneedtogiveapossiblewineparingthatwillcomplementthe description.Inthisway,thelearnerwillshowthattheyareabletosuccessfullyhelpcustomers.This assessmentmeasurestheleveltowhichlearnershavemetthesecondandthirdgoalsstatedearlier, MatchfoodwithanappropriatewineandHelpapotentialcustomerchooseawinethatwillpairwell withtheirmeal. Thelearnerswillalsocompleteashortsurvey.Thissurveywillincludequestionsaboutwhether ornottheyenjoyedthelesson,iftheywouldlikemoreinformationonthetopic,andwhattheythoughtof thecourseitself.Whilethesequestionsarenotdirectlyrelatedtothegoalsofthecourse,theevaluation
  14. 14. willhelptodeterminewhetherornotthelearnersthoughtthatthelessonwasbeneficial,andifthereare changesthatmightneedtobeconsideredifthelessonweretobeusedagain. AlignmenttotheFiveLevelsofEvaluation Kirkpatricksfirstlevelofevaluationdealswiththelearnersreactionstothetraining.Thislevelof evaluationwillbeachievedthroughtheuseoftheendofcoursesurvey.Thesurveyincludesbothrating scalesandaplaceforcommentstogatherinformationtodeterminenotjustdidtheylikeit?butwhat partscouldhavebeenimproved.Inthearticle,LevelsofEvaluation:BeyondKirkpatrick,theauthors suggestthatlevel1oftheevaluationprocessshouldbeexpandedtoincludethevaluationofresources. (Kauffman&Keller,1994,p.377)Questionsspecifictotheusefulnessofthematerialsareincludedinthe surveyaswell. Level2oftheevaluationprocessdetermineswhetherornottheparticipantshavelearnedthe materialthatwaspresented.Therearetwoshortquizzesthatwillaccomplishthisleveloftheevaluation. ThefirstisattheendoftheRulesforWineandFoodPairingpartofthelesson,andthesecondisatthe veryendofthelesson.Thesesimplequizzesassesswhethertheparticipantknowstherulesforwineand foodpairingandiftheparticipantscanusewhattheyhavelearnedtosuggestwinetosomeoneelse. Inthethirdleveloftheevaluationprocess,wearemeasuringthetransferoflearning.Thisis accomplishedthroughthesummativeassessmentattheendofthelesson.Inordertosuggestawine,the learnermustknowtherulesandbeabletoapplythemtospecific,variedsituations.Thequestionsatthe endofthemodulearewrittentoassesswhetherornotthelearnercantransfertheknowledgeand experiencestheygainedinthelessontoareal-worldsituation.Ifthiswerebeingdoneinarealwine shop,thisassessmentcouldbeextendedtoobservingtheparticipantswithactualcustomerstoseeif theyareabletomakeappropriatesuggestionsforwine/foodpairing.Thiswouldgivemorereliabledata abouttransfer,butisnotpossibleforthisproject. Thelevelfourandfiveoftheevaluationprocessarenotaddressedinthisproject.Ifthiswerean actuallessonforarealwineshop,thenthesetwostepswouldneedtobeincluded.Forlevelfour,the
  15. 15. assessmentoftheresultscouldbemeasuredthroughobservation,asdescribedabove.Inadditionto observingtheparticipantsworkingdirectlywithcustomers,datacouldbecollectedthroughcustomer satisfactioncommentsandsurveys.Hopefully,asaresultofthistraining,customersatisfactionwould increaseduetotheabilityofthesalesclerkstobetteranswerthemostcommonquestionofhowtopair foodandwine.Inlevelfive,thereturnoninvestmentisassessed.Thiscouldbeaccomplishedby comparingwinesalesbeforeandafterthetraining,bothvolumeofsalesandreturningcustomers.Sales shouldincreaseduetothefactthattheclerkscannowsuggestwinestothecustomers,andifitisdone correctly,theirpositiveexperiencescouldbringcustomersbackformorewine. AlignmentofUnitGoalstotheevaluationprocess Goal#1ExplaintherulesforpairingwineandfoodThisgoalisevaluatedattheendofthe computermoduleRulesforWineandFoodPairingusingashortmultiplechoicequiz. Goal#2MatchfoodwithanappropriatewineThisgoalisevaluatedattheendofthelessonusing ashortquizofmultiplechoicequestionsaboutspecificscenariosthatwouldbeexamplesofreal- worldsituations.Observationsanddiscussionswiththefacilitatorcanalsobeusedasaless formalmeasuretodetermineiftheparticipantshavereachedthisgoal. Goal#3HelpapotentialcustomerchooseawinethatwillpairwellwiththeirmealThisgoalis evaluatedinconjunctionwithgoal#2inthequizattheendofthelesson Overallsatisfactionwiththelessonismeasuredthroughananonymoussurveyattheendofthe lesson. EvaluationToolsandMaterials Therearethreeevaluationmaterialsusedinthislesson,twoquizzesandasurvey.Thefirstquiz isattheendoftherulessectionofthelesson.Havingtheassessmentdoneimmediatelyfollowingthe instructionsavedtimeandalsothenusestheassessmentasreinforcementofwhatistaught.Theendof coursequizisashort,multiple-choicequiz.Thequestionswerecreatedtomimicthetypesof
  16. 16. conversationstheclerksarelikelytohavewithcustomersinthestore.Inthisway,theassessmentcan determinethelikelihoodthattheparticipantswillbeabletohelpcustomerswiththeirwineselections. Finally,theendofcoursesurveywilldeterminetheparticipantssatisfactionwiththelessonandgive themtheopportunitytooffersuggestionsforimprovementofthelesson.Aratingscalewasusedto simplifytheprocessfortheparticipants,butthereisanareaforthelearnerstocommentontheir experience. Summaryofmodifications Themodificationsweremadebasedonthechangestothegoalsofthemodule.Becausethegoals changedrathersignificantlyfromtheoriginalproject,itwasnecessarytochangetheevaluationmethods aswell.Timewasanothersignificantconcern,andinordertokeepthewholeprocessunderanhour,the assessmentsusedhadtobeshortandcompletedquickly.Thiswasaccomplishedusingmultiple-choice questionsinamultimediaformat.Itgivesenoughdatatoevaluatethelearning,butusesminimaltimeto gathertheinformation.
  17. 17. References Kauffman, R., & Keller, J. M. (1994). Levels of evaluation: Beyond Kirkpatrick. Human Resource Development Quarterly, 5, 371-380. Retrieved from www.ahrd.org Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.(2011).DesigningEffectiveInstruction(6thed.). Hoboken,NJ:JohnWileyandSons. Simonson, M. (2007). Evaluation and distance education: Five steps. The Quarterly Review of Distance Education, 8, vii-ix. Retrieved from www.infoagepub.com
  18. 18. WineandFood Pairing Implementation and EvaluationReport
  19. 19. ImplementationandEvaluationReport ModuleOverviewandDescription: Thisinstructionalmoduleisdesignedtoteachstoreclerksatawineretailerhowtohelp customerschooseawinetopairwithameal.Thismodulewillnotmaketheclerksexpertwine sommeliers,butwillgivethelearnersthetoolstomakesomegeneralsuggestionstohelpcustomers. Becauseofthecomplexityofwinetastingandpairinginadditiontothetimelimit,thismodulewillfocus onlearnerswhohaveatleastageneralknowledgeofwinetypesandthecharacteristicsusedtodescribe wine. DescriptionofImplementation: Asthelearnersarrived,eachwasgiveninstructionsforaccessingthewirelessnetworkand loggingontothecourseandacopyoftheParticipantGuidecontainingnecessaryhandouts.Thelearners proceededtoattemptthetaskofaccessingthewireless,howeveralower-caseletterwherethereshould havebeenacapitalinthepasswordinitiallypreventedaccess.Theerrorwasfoundquickly,andeveryone wasthenabletoaccessthewirelessnetworkandlogontothecourse.Asthelearnerswaitedforeveryone tologon,theyperusedtheParticipantGuidetofamiliarizethemselveswiththecoursematerials. Onceeveryonewasready,thelearnersbeganthefirstsection,theRulesforWineandFoodPairing instructionalmodule.Thelearnerswereabletotakenotesandreadthroughthematerialsinthefirst modulewithoutanyproblemsandweresuccessfulatansweringthequestionsattheendofthemodule. Theonlyissuewassomeconfusionattheendoftheonlinemodule,eventhoughthedirectionsclearly indicatedthatthelearnershouldmovetothefood/winetastingarea,becausethenextbuttononthe screenwasstillactive.Thefacilitatorwasabletoeasethetransitionfromonetotheotherwithsome verbaldirection. Thewine/foodtastingalsowentverysmoothly.Theparticipantsgatheredthewinesandfood theywantedtosampleandproceededtousethehand-outintheParticipantGuidetotakenotesontheir reactions.Therewassomeexcellentdiscussionabouttherulesandwhetherornottheexpectationsof goodorbadpairingswereaccurate.ManyoftheparticipantsalsorealizedthatRule#1Drinkwhatyou like!reallyisthemostimportantconsiderationwhenpairingwine.Theimportanceofthissectionwas obviousasthelearnerswereabletoexperienceforthemselveswhatworkedandwhatdidnt.Learners buildpersonalinterpretationsoftheworldbasedonindividualexperiencesandinteractions.(Ertmer, Newby1993)FromAdultlearning,learningoccursthroughindependentactionofthelearner,whenlife experiencecanbeusedasaresourceforlearning,whenlearningneedsarecloselyalignedtosocialroles, isproblemcenteredandismotivatedbyinternalfactors.(Conlan,Grabowski,&Smith,2003).The learnershadtoberemindedofthetimeconstraints,andthefacilitatorhadtoencouragethemtomoveon tothenextsection.Manyofthelearnerswantedtocontinuetotestcombinationsoffoodandwine.To keeptothetimelimitandstillallowthosewhowantedtocontinuetheopportunitytodoso,everyone wasaskedtomoveontotheassessment,butgiventheoptiontoreturntocontinuetastingiftheywanted todoso. Thelastpartofthemodulewasanonlineassessmentinwhichthelearnersweretestedwith scenariossimilartothosetheymightencounterintheday-to-dayjobasstoreclerks.Themultiple-choice questionswereansweredwithanaverageof92%,thehighestscorewas100%andthelowestscorewas an80%.Beforethelearnerslefttheycompletedacourseevaluation.Theresultswereverypositive,with afewhelpfulsuggestionsforfutureimplementation. Overall,theimplementationwassuccessful.Theonechallengewasthetimelimit.Anhourisreally notenoughtoallowthelearnerstotastethedifferentcombinationsoffoodandwineandtograspthe
  20. 20. differentpairingrelationships.Inthisimplementation,thetimewaslimitedfortasting,howeverthose learnerswhowantedtodomorecombinationswereabletodosoafterthecompletionofthemodule. AnalysisofEvaluationData: Thelearnerscompletedtwoassessments,oneduringandoneattheendoftheinstructional module.Inaddition,theycompletedacourseevaluationattheendofthemodule.Thedatafromthe assessmentsclearlyshowedthatthelearnerswereabletoreliablyrecommendanappropriatewinefora specificfood.Theaveragefinalassessmentscorewas92%,witharangefromalowof80%toahighof 100%.Thosewhoscoredinthe80-90%rangefeltthatthetimefortheinstructionwastooshort,as indicatedonthecourseevaluation.Thefollowinggraphshowstheindividualscoresandtheirratingof thecourselength. Becausetheonlynegativecommentsontheevaluationhadtodowiththelengthoftime,the relationshipbetweenthisconcernandthefinalassessmentscoresmaybeimportant.Thereseemstobea pattern,thosewhoscoredlowerfelttheyneededmoretimetolearntheinformation.Becausethesample sizeissmall,thisrelationshipmayjustbeacoincidence.However,itshouldbemonitoredinfuture FinalAssessmentScore Ratingof1to5onevaluationquestion,"Length oflessonwassufdicienttocoverallmaterial." Learner1 90 3 Learner2 80 3 Learner3 100 5 Learner4 100 5 Learner5 90 4 90 3 80 3 100 5 100 5 90 4 0 20 40 60 80 100 120 EvaluationData Learner1 Learner2 Learner3 Learner4 Learner5
  21. 21. implementationstoseeifthisrelationshipremainssothatadjustmentsmaybemadeifitdoescontinue. Simplyaddingsomeextratimecouldhaveasignificanteffectonthelearninginthiscase. ProposedRevisionsandKeyPoints: Thefollowingisalistofrevisions,somethathavebeenmadeandothersthatareproposedfor futureimplementationsofthismodule.Acompletereviewoftheitemsonthislistwithexplanationmay befoundhere. o CorrectedatypographicalerrorontheRulesmodule o MadetheNextbuttoninactiveonthelastpageoftheinteractivemodules o Addedafileofprintablelabelsforthewinecupsandahand-outoflog-ininstructions o Couldhavesavedsometimepre-platingfoodandpre-pouringwine o Allotmoretimetothemoduleincreasetimefrom1hourto1.5hours.
  22. 22. REFERENCES Conlan,J.,Grabowski,S.,&Smith.(2003).AdultLearning.Emergingperspectivesonlearning,teaching andtechnology.http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning Ertmer,P.A.andNewby,T.J.(1993).Behaviorism,Cognitivism,Constructivism:Comparingcritical featuresfromanInstructionalDesignperspective.PerformanceImprovementQuarterly,6(4),50-72. Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.(2011).DesigningEffectiveInstruction(6thed.). Hoboken,NJ:JohnWileyandSons. Smith,M.K.(2002).MalcolmKnowles,informaladulteducation,self-directionandandragogy.The encyclopediaofinformaleducation.Retrievedfromhttp://www.infed.org/thinkers/et- knowl.htm#andragogy