Last updated:January 27, 2006 8:03 PM
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What is the scenario that will resolved with instruction?
Good Foods Publishing Company is an old and reputable company which has traditionally published cookbooks. Recently Good Foods has noticed a decrease in their sales. Since Good Foods' goal has always been to be among the top three producers of cooking instructional materials and their ranking has slipped to number five, it is clear a discrepancy exists.
The assessment methods used to analyze the discrepancy included surveys in both grocery and book stores and interviews with Good Foods' staff. The following questions were addressed:
1. Does Good Foods' products appeal to the full audience of purchasers?
A significant proportion of Good Foods' users have been brought up with and still use the company's cookbooks. The purchasing group indicated they buy an average of three cookbooks a year for themselves or as gifts. However, it was discovered that there is a group of users who do not purchase the books, despite this group's ample buying power. Members of this group are typically novice cooks who have limited time to learn cooking techniques and prepare meals. These time restrictions prevent this group from using traditional cooking education methods provided by cookbooks.2. Do purchasers find Good Foods' current products useful?
The purchasing group is predominantly satisfied with the products. They like the clarity of recipes, the glossary of cooking terms and the instructional sidebars in each chapter. The non-purchasing group finds using cookbooks cumbersome and inefficient.3. How do Good Foods' products compare to other cooking instruction products purchasers use?
Although the traditional group uses a variety of books, they are intrigued with other alternatives on the market and have begun exploring video- and computer-based products. The non-purchasing group tends to select computer-based products, citing the efficiency, flexibility, and user control of such sites. In addition, this group does enjoy watching cooking shows and will frequently go to the shows' Web sites for additional information or recipes. However, they are dissatisfied with the shows' schedules and would like more cook-along options.
Based upon the analysis, the following recommendations were made:
1. Select the non-purchasing group as a target group.
2. Create a new form of cooking instruction which uses some form of electronic technology--computer or video.
3. Focus on the needs of the target group in creating the new product.
Since the cost of converting to or including another method of technology for cooking education among their products would be high, Good Foods would like a pilot program with a sample lesson and recipe to test in the target group.
Given the problem statement, what will the instruction do? Write one statement that will encompass all requirements of the instruction.
Based on the problem, the goal is to use electronic technology to teach the target audience how to prepare a simple recipe (Sara Moulton's Lemon Vinaigrette), in a manner which addresses the group's needs.
What are the options for how this instruction can be delivered? (e.g., classroom, distance, combination, etc.) Why is this option initially being considered? If more than one option will be considered, explain why each is being considered?
The delivery platform that has been selected is a Web-based program which will include both recipes and videotaped demonstrations featuring a human instructor.
The Web-based program will :
Are there any existing instructional materials? Will this instructional solution be integrated into a larger program or course? If so, what are the constraints or guidelines that need to be met by the new instruction?
Analysis of current technology-based food preparation instructional materials has revealed several available forms: "cookbook" programs utilizing CD-ROM technology, broadcast or cablecast television shows with accompanying Web sites (some of which are created by food magazines), and independent Web sites devoted to food preparation. However, the target audience finds deficiencies with each current style. The CD-based cookbooks are limited to what is on the disk and are mostly recipes with little or no instruction. The television shows are only available at particular times (unless the target group records them), do not allow the target audience to select the content, and do not give the target audience advance notice about what materials and equipment are necessary for a "cook-along" type lesson. The Web sites are predominantly limited to recipes and have few, if any, demonstrations.
In terms of existing curricular materials, Good Foods does have recipes available from previous publications, which will be examined for their appropriateness for this instructional platform. Those selected may need adaptation. However, many of the recipes and all of the demonstrations will be newly created. Should Good Foods decide the pilot is effective, additional materials of the same type will be created for the Web site. In order to meet the time constraints as mentioned in the problem, it is suggested that all demonstrations and preparation times for individual recipes should be under fifteen minutes in length. All instruction should comply with food preparation standards and health codes.
Who is the primary audience? Who is the secondary audience? Why are they secondary?
The primary audience is made up of novice cooks who have limited time to learn how to cook and to prepare meals. These individuals are knowledgeable in technology.
There is no secondary audience. However, there may be a by-product group made up of other persons who are interested in learning to create easy-to-prepare meals in a time efficient manner or are interested in learning to prepare meals via web-based technology. Since this by-product group is not the target group Good Foods has identified from their market analysis, their needs will not be considered in the analysis of learners or the development of the product.
Describe your audiences' gender, age, work experience, education, and ethnicity. Explain how this information is either similar or different. Explain how the similarities or differences can impact your instruction.
The target audience is 70 percent female and 30 percent male. Most range in age from 18 to 26. All are employed and all have at least a high school education. 60 percent have a college degree and are employed as professionals. 30 percent have post-high school training in colleges or technical schools and are employed in service, sales and technical fields. The remaining 10 percent have high school diplomas and are employed in service, sales and technical industries. In terms of ethnicity, the target audience is 80 percent White, 8 percent Black, 7 percent Hispanic, 4 percent Asian, and 1 percent mixed race or other.
Cognitive Characteristics--General Characteristics:
Choose a learning style inventory (e.g., visual, auditory, tactile OR Meyers Briggs OR whatever you want) and address how the instruction can or cannot accommodate each.
On the Myers-Briggs scale, the target audience is predominantly extroverted, sensing, feeling, and judging. With these learning styles in mind, the following suggestions should be kept in mind for instructional sessions:
- Since extroverted students enjoy working in groups and the program cannot organize groups, instructors should be advised to be informal, friendly,and give the sense that the learners are part of a group.
- Sensing students appreciate organization. It would be wise to make sure that all presentation materials are highly organized and consistent.
- Feeling students benefit from a light-hearted, enthusiastic, humorous approach by the instructor.
- Judging students focus on the essentials--what is necessary to complete the task. As a result, it is recommended that learners be given the option to independently access the information or lessons they desire. In addition, the instructor should stay on task and limit the length and number of sidebar lessons.
What is the pre-existing training and education, of the target audience, that is most relevant to meeting or supporting the instruction? How will this pre-existing training or education impact your instruction?
As noted above, the learners will have at least a high school education or higher. They should be able to listen to or read a series of instructions and be able to implement them. Pre-existing cooking training would be what they have picked up along the way. Most have experience with pre-packaged foods that can easily be prepared by heating in the microwave or oven. Most are also familiar with boiling pasta, heating pre-packaged sauces, frying eggs and hamburgers, baking cookies.
What personal or social characteristics are likely to make an impact on learning, both positive (i.e., motivation) and negative (i.e., barriers to learning)?
The selected audience, who is technically savvy, is highly motivated to minimize the amount of time spent in learning how to cook and in actually preparing meals. This audience is also interested in everything that is "all about me". It is suggested that the learning method used lets them determine the time and pace of each lesson.The learners should be able to take the lessons when they see fit. In addition, the learners are quite social. Impressing their friends is important to them. The proposed instructional method should select simple versions of "impressive" recipes and currently popular food items to prepare. All instruction should be upbeat and fun.
The time limitation factor and the learners' intelligence levels may prove to be barriers to learning. If the learners feel that instruction is taking too long or if the recipe will take more time than they require, they will not use the program. Likewise, if the instruction is too basic or simplistic, their intelligence will be insulted. The instruction needs to consider these factors.
Will your learners have any disabilities or challenges that can impact learning? If so, what are they and how might they impact instruction?
Any learner who is visually or hearing impaired could have a difficulty learning from this type of cooking instruction. There are computer programs that can translate for the blind. The hearing-impaired learner should have the capability of seeing a written transcript played across the bottom of the screen. All learners should have access to written recipes and directions, which they can print on command. Since most learners will be accessing the learning materials in their own homes, those with physical handicaps will most likely have their kitchens configured to make them accessible. If they need more time for any of the procedures, the ability to pause the instruction will be of benefit.
A physically handicapped person could have limitations, depending on how his home is adapted to his physical needs. It is recommended that self-pacing be used to allow these learners the extra time they need.
Read and gather as much information as possible about the task and content implied by your goal. This section of the analysis will address two perspectives: what will be taught and at what level. The "what" will be defined by the learning outcomes/content structures addressed in both text books. The levels will be in accordance with blooms taxonamy (knowledge, comprehension, applicagtion, analysis, synthesis, and evaluation). Complete the table below. Also, insert a flowchart (either below the table OR create a link to a flowchart from within the table) that illustrates the "how to" process or procedure that is part of the instruction.
Step-by-Step Procedure
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