Running Head: INSTRUCTIONAL DESIGN: PROPER NUTRITION 1
Instructional Design: Proper Nutrition of College Student’s Workshop
Deborah Bishop, Katherine Blevins, Linda Davis, Mary-Kate Hagedorn, Karen Phillips
Liberty University Online
October 10, 2014
INSTRUCTIONAL DESIGN: PROPER NUTRITION 2
Abstract
Since the use of applications surpasses the use of mobile device browsers and tablets educators
must include these virtual technologies in module. An online asynchronous nutrition module has
been developed with the use of rich virtual technologies which includes: CamStudio, Prezi,
interactive applications, and survey tools. Students who complete these modules will gain
knowledge in proper nutrition and the ability to evaluate their own eating patterns, with the goal
of reconciling any gaps from poor eating habits or food choices. The use of virtual technologies
will enhance the content as the development of the modules is made available to students
anytime, anywhere, and using any electronic device.
Keywords: healthy food choices, nutrition, online learning, poor eating habits, proper
eating habits, proper nutrition, virtual technologies
INSTRUCTIONAL DESIGN: PROPER NUTRITION 3
Instructional Design: Proper Nutrition of College Student’s Workshop
Need Identification
Currently 37% of college students attend a school over 101 miles from the nurturing nest
of their parents. New college students, especially, are adjusting to an independent life while
balancing classes, studying, and social events (HERI, 2014). Students often misjudge their
behavioral patterns as well as their need for sleep and proper nutrition. Therefore, many choose
quick, convenient ways to eat; typically fast food or skipping meals. Students do not think of
their need for proper nutrition, which includes a healthy breakfast, lunch, and dinner. Continuing
poor eating habits cause students to feel fatigued, break down the body’s immune system, and
gain weight. Since proper nutrition benefits an individual’s brain functions, cognition, learning,
and social behaviors, a felt need type will show students how to improve and manage their eating
habits while still enjoying the foods they like. The expressed need will help students identify
their lack of proper nutrition and provide them an action plan to follow with social media
(Szapkiw & Szapkiw, 2010). Using Web-based surveys, videos, Twitter, and other applications
will direct education on proper nutrition to students based on their expressed needs.
Goal Statement
Through the utilization of a variety of learning technologies, such as Blackboard
Software and Collaborative, Prezi, Microsoft PowerPoint, Google Docs, YouTube, Zunal, and
CamStudio college students will receive education aimed at enhancing nutritional knowledge
helping them identify and select healthy foods daily for at least two meals a day during their
college years.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 4
Task Analysis
The task analysis will utilize the Dick, Dick & Carey Performance Analysis. The
learning domains addressed will include intellectual skills, psychomotor skills, and attitudes
(affect). Blackboard, Blackboard Collaborate, CamStudio, and other applications will provide
tools for student interaction. Blackboard will provide eLearning management and Blackboard
Collaborate will provide Web conferencing, instant messaging, and collaboration meeting
forums. CamStudio will deliver interactive content to the students.
1. Identify nutritional knowledge gaps.
1.1. Students will complete an online Google.doc survey within 7 days (see Appendix A for
the Google.doc survey).
1.1.1. Subordinate skills include the ability to navigate a Google.doc survey.
1.1.2. Includes an instructional tutorial on how to complete a Google.doc survey.
2. Students will better recognize healthy nutritional behaviors.
2.1. Explain the ChooseMyPlate food group requirements shown at
http://fnic.nal.usda.gov/dietary-guidance/myplate-and-historical-food-pyramid-resources
(USDA, 2014).
2.1.1. Interactive activity filling in the ChooseMyPlate food group symbol (see Appendix
B for ChooseMyPlate Virtual lesson).
2.2. Utilize video presentation of content and interactive questions.
2.2.1. Subordinate skills include the ability to use Microsoft PowerPoint and navigate
the Web.
2.2.2. Includes an instructional tutorial on how to use Microsoft PowerPoint.
2.3. Differentiate between healthy and unhealthy nutritional behaviors.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 5
2.3.1. Includes video presentation of content with question and answer of content
attainment.
2.5. Students reflect on their eating habits over the past 24 hours.
2.5.1. Instructor video led reflection with follow up reflective dialogue.
2.5.2. Students will record what they ate for the past 24 hours and then assign nutritional
value.
2.5.3. Student will analyze what they ate and determine if they are following the
ChooseMyPlate recommendations.
2.5.4. Students will answer the question whether they are or are not following the
ChooseMyPlate recommendations.
3. Students will explain the effects of poor nutrition.
3.1. Recognize effects of diet on weight gain, stress, health, and academic performance.
3.1.1. Instructor video led scenarios with periods of pause for interactive question and
answer sessions.
4. Students will evaluate and analyze their nutritional behaviors and develop a plan for
improvement.
4.1. Choose and download application of choice to record nutritional intake over the next 48
hours (see Appendix C for a list of available applications to download).
4.1.1. Subordinate skills include knowing how to download an application to a
computer, tablet, or smart phone.
4.1.2. Includes instructional tutorial on how to download different types of
applications.
4.1.3. Includes a reference list of sample applications for different types of devices.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 6
4.1.4. Students will download application, register, and utilize a diary over the next 48
hours.
5. Analyze and evaluate knowledge gap in students compared to pre-survey.
5.1. Students will complete an online Google.doc survey after completing their 48 hour
online nutritional diary.
5.2. Provide students their results post-survey (see Appendix D).
The task analysis flowchart in Figure 1 represents the steps participants will perform
throughout the nutritional workshop. Virtual technology provides the interactive tools for
students in this workshop.
Figure 1. Task Analysis Flowchart
Figure 1. The flowchart shows the steps participants will perform to identify nutritional knowledge gaps, recognize healthy nutritional behaviors, recognize effects of poor nutrition, evaluate and analyze nutritional behaviors, and evaluate nutritional knowledge gaps.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 7
Context and Learner Analysis
Context
This research design targets a diverse population of students, which includes men and
women, all races, and body types. The researchers will distribute a survey to at least 40 students
taking 10 and 15 minutes to complete.
The design was chosen to research the eating habits of college students because college
life is a new adventure for them. Without the supervision of their parents or guardians, their
lifestyle or eating choices may venture into eating what they want, when they want, and not
having to think about the restrictions their parents may have set for them. They may not know
the havoc these choices may weigh on their body functions, which includes comprehension of
class assignments.
According to Janeway (2014), Freshman 15” as it is commonly known is a real
phenomenon. It is not always 15 pounds; sometimes less, sometimes more. It is,
however, an issue for many college students (not just freshmen). For those who enter
college with weight problems to begin with, it can spell health disaster. The
appropriateness of the context of the project reflects the college days as well as their
choice of wise nutritional habits.
Learner
“College students have poor nutrition habits and often exhibit at-risk weight control
behaviors; yet, health promotion efforts on campuses often target other risk behaviors such as
alcohol and tobacco use” (Cousineau, Franko, Ciccazzo, Goldstein, & Rosenthal, 2011, p. 1).
The learners are college students between the ages of 17 to 22 years-old. They are out on their
own for the first time in a fast pace world purchasing carryout foods without thinking about the
INSTRUCTIONAL DESIGN: PROPER NUTRITION 8
consequences or impact the food they eat has on their body. Therefore, they need guidance to
show them nutritional alternatives for a proper diet in a fast paced campus life. To start they
must do a survey to find out how much they know about proper nutrition so the instructors will
know where to start.
The learners’ prior knowledge consists of knowledge they obtained from their formal
education and parents regarding proper nutrition as well as the effect on their body’s functions.
The students possess the ability to communicate their thoughts regarding nutrition and to listen
as well as comprehend this proclamation and how it can assist them with their schedules and
maintaining good health. Students using their mobile devices for communication and to explore
the Web can use these same devices for interactive use of the ChooseMyPlate-USDA Website.
The ChooseMyPlate interactive activity will aid students toward healthier eating habits
by helping them make wise nutritional choices when cooking meals, purchasing groceries, and
going to the dining hall or restaurants. They will utilize and understand the food groups of the
food pyramid to establish daily healthy eating habits. In addition, they will plan their daily meals
and snacks according to the ChooseMyPlate interactive activity.
The groups’ characteristics consist of concerned mothers, college graduates, and those
who remember college life and their weight gain during their college years. They wish someone
had provided them this advice. The group consists of educators, professionals in the medical
field, and a professional IT technologist. These groups have joined forces to educate the learners
of healthy eating habits while educating and enjoying the life of a college student.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 9
Instructional Objectives
Upon completion of the five modules students will achieve the following:
1. Complete an informal Google.doc pre-assessment survey about nutritional behaviors
within seven days using their school e-mail account.
2. Access the introduction and education regarding the nutritional information of the food
groups provided by the ChooseMyPlate-USDA Website.
3. Differentiate between healthy and unhealthy nutritional behaviors after viewing
informational videos and presentations.
4. Evaluate and analyze nutritional behaviors through personal reflection and group
discussion.
5. Independently develop a plan for improvement of nutritional behaviors.
6. Choose and download application(s) of their choice to record nutritional intake over a
period of 48 hours.
7. Create at least one video to demonstrate personal use of the nutritional application
during a meal to upload to Blackboard Collaborate.
8. Identify at least one positive effect of the nutritional application in each of the following
areas of their lifestyle: weight, academics, emotions, and social.
9. Complete a post-assessment Google.doc survey using their school e-mail account upon
completion of their 48-hour online nutritional diary.
Assessments
1. After receiving the Google.doc survey through their school e-mail account, 65% of
students will complete the nutritional behavior survey within seven days.
2. Students will correctly explain the nutritional information of the food groups provided by
INSTRUCTIONAL DESIGN: PROPER NUTRITION 10
the ChooseMyPlate-USDA Website through the use a Blackboard Collaborative.
3. During Blackboard Collaborate synchronous class discussions students will differentiate
between healthy and unhealthy nutritional behaviors after viewing informational videos
and presentations with 80% accuracy.
4. After personal reflection and group discussion students will evaluate and analyze their
nutritional behaviors.
5. Students will submit an individualized plan for improvement of their nutritional
behaviors through their choice of Blackboard document or personal video journal per
expectations of the workshop rubric identifying the application(s) chosen to record their
nutritional intake.
6. Students will create and upload to Blackboard Collaborate a video to demonstrate
personal use of the nutritional application during one or more meals.
7. Students will submit at least one positive effect of the nutritional application used in each
of the following areas of their lifestyle: weight, academics, emotions, and social through
a social media device.
8. After receiving the post-assessment Google.doc survey through their school e-mail
account, 90% of participants will complete the nutritional behavior survey within seven
days.
9. Learners will interact with each other during discussion forums with ongoing feedback
from instructor(s).
Instructional Strategy
The instructional strategy will utilize an outline suggested by Dick, Carey, and Carey
(2005) to show how the objectives, assessment, and activities are aligned. Included in the
INSTRUCTIONAL DESIGN: PROPER NUTRITION 11
summary are learning objects, media resources, and time allotments for student participation.
Learning objects are comprised of Blackboard Collaborate with discussion boards for student
collaboration, instructor created interactive video presentations, Google Doc surveys, and
instructions for subordinate skills associated with student activities. Students orient to learning
through an overview of workshop material and a survey to assess prior knowledge of nutrition.
Instruction consists of interactive presentations, links to software tutorials, reflection questions,
and summaries of learning through discussion boards. Student learning assessment tools consist
of surveys, questions, discussion boards, personal reflections, and an informational video
demonstrating the use of a nutritional application. Lastly, students will receive feedback from a
post-survey after completion of the workshop. There are five modules in the Proper Nutrition for
College Students Workshop. An introduction to the workshop outlines the learner goal and sets
the stage for the five modules. Each module guides the students through a series of activities
engaging them in discover, knowledge attainment, and reflection (see Appendix E for a detailed
outline of the instructional strategy).
Media Selection
This workshop requires Web-based software to complete the assignments. The software
and online Websites utilized consist of Google Docs, Microsoft PowerPoint, Blackboard,
Blackboard Collaborate, ChooseMyPlate.com, CamStudio, Prezi, YouTube, and Zunal detailed
below. The workshop requires students to use their own computer or one available on campus.
In addition, the workshop requires faculty and students to have off campus high-speed Internet
access. In addition, the requirement exists of students possessing a mobile device capable of
downloading required applications and recording video. Learners may select video recording
and editing software as well as word processing software, file conversion software, and a video
INSTRUCTIONAL DESIGN: PROPER NUTRITION 12
upload site, either from a list provided or by obtaining pre-approval from the instructor(s).
Instructors of this workshop will utilize a Mac laptop running OS X installed with Microsoft
Office programs, CamStudio, and Zunal a Web-based software for WebQuest creation as well as
access to Blackboard and Blackboard Collaborate to post assignments and discussion board
topics.
Google Docs
Computer Requirements
Requires Windows Vista, Lion OSX (10.7) or later (Google, 2014).
Compatible for iPhone, iPad, iPod touch and Android.
Bandwidth requirements of 1250 MB download 500MB upload limit per day.
No additional supports needed.
Skills required
Creator of this media requires skill in creating a survey or form type of document.
Instructor will need basic knowledge to send survey to students through school e-mail.
Learner’s skills will require routine e-mail interaction.
Instructional tutorial provided through the link above on how to complete and navigate a
Google.doc survey.
Microsoft PowerPoint
Computer requirements
Microsoft PowerPoint software Version 14.4.1
Requires Windows Vista, Lion OSX (10.7) or later (Microsoft Corporation, 2014).
Bandwidth requirements of 1250 MB download 500MB upload limit per day.
No additional supports needed.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 13
Skills required
Creator of video presentation requires proficiency in Microsoft PowerPoint.
Creator’s skills acquired through college professional development courses and
assistance from the college technology department.
The learner requirement of viewing the presentation does not require proficiency in
Microsoft PowerPoint.
Blackboard Software
Computer requirements
Internet explorer 7 or later (Blackboard, 2014).
Safari in OS 10.5 or later.
Bandwidth highly recommended with an Internet speed of 56-k or above.
Additional supports required include browser, Java 6 & 7 Script.
Skills required
Proficiency in Blackboard Discussion boards.
Creator’s skills acquired through college professional development courses and
assistance from the college technology department.
User’s skills acquired through previous use of Blackboard, during student orientation, or
utilizing the college technology department.
Blackboard Collaborate
Computer requirements
Download for Windows XP/Vista/7/8 (32-bit) (Blackboard, 2014).
Download for Windows Vista/7/8 (64-bit).
Download for Mac OS X 10.6/10.7/10.8.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 14
Bandwidth highly recommended with Internet speed of 56-k or above.
Additional supports required include browser, Java 6 & 7 Script.
ChooseMyPlate.gov
Computer requirements
Requires Windows Vista, Lion OSX (10.7) or later (USDA, 2014).
Compatible with iPhone, iPad, and iPod touch. Application optimized for iPhone 5
(Apple, 2014).
Bandwidth requires a data plan or Wifi to download.
Additional supports required include browser, Java 6 & 7 Script.
Skills required
Familiarity with the Website and the tools it offers.
Proficiency in downloading applications from social media.
Creator can access CookingDistrict.com for additional information about healthy
nutritional behaviors (Giga Chef, 2014).
CamStudio
Computer requirements
Requires Microsoft Windows 95, 98, Me, NT 4.0, 2000, or XP (CamStudio, 2014).
Requires 400 MHz processor, 64 MB recommended, 4 MB of hard-disk space for
program installation.
Compatible for iPhone, iPad, iPod touch, and Android.
Bandwidth requires a data plan or Wifi to download.
Skills required
Creator of media requires proficiency in CamStudio video software.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 15
Creator’s skills acquired through college professional development workshops and
assistance from the college technology department.
Instructional tutorial provided through the link above on how to complete and navigate
CamStudio.
Learner will be familiar with opening a video through proficiency with social media.
Prezi
Computer requirements
Requires Windows Vista, Lion OSX (10.7) or later (Prezi, 2014).
Compatibility with Windows, Macs, iPhone, or iPad.
512 Kbps bandwidth DSL/Cable.
A wired connection is recommended.
Additional supports are Adobe Flash and/or Javascript.
Skills required
Creator requires proficiency in presentation creation and video recording.
Creator requires proficiency in downloading and running software.
Instructional tutorial on how to complete and navigate Prezi are provided through the link
above.
Learner requires familiarity of opening and navigating Prezi with social media skills.
YouTube
Computer requirements
Requires Windows 7+, Mac OS X 10.7+ (YouTube, 2014).
Google Chrome, Firefox, Internet Explorer, Safari, or Opera.
Internet connection with 500+ Kbps.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 16
Additional support requires Adobe Flash Player.
Skills needed
Creator requires proficiency in video recording and uploading.
Creator needs a YouTube account.
Use of tutorial videos to aid learners to navigate the site.
Zunal
Computer requirements
Allows creation the Web-based software to create WebQuests lesson plans without
writing HTML codes (Zunal, 2014).
Zunal provides a mobile-friendly interface for iPhone, Android, Blackberry, and etc.
Compatible with Windows, Vista, and Mac.
Skills needed
Creator requires proficiency in navigation of e-learning platforms.
Creator needs a Zunal account.
Instructional tutorial videos available to aid learners in site navigation.
Accessibility
The offering of the workshop will include college students with or without disabilities.
The software and applications utilized in the workshop may include closed caption and read-a-
loud text as well as accessible through the Internet. The University of Louisville's Disability
Resource Center states, "Some students use forms of technology called assistive or adaptive
technology. Assistive technology is software or hardware that helps students with disabilities do
something that might otherwise be difficult or impossible” (Disability Resource Center, 2014, p.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 17
1). Participants of the workshop will experience exposure to various multi-media and adaptive
tools.
Copyright
Participants in this workshop will learn the ethical and responsible use of copyrighted
materials through review of the fair use of copyrighted materials. "The distribution of
copyrighted materials without permission (over the Internet) can be a violation of federal law"
(UCR, 2014, p. 1). Instructors and students will utilize these laws accessing, using, and
referencing materials.
INSTRUCTIONAL DESIGN: PROPER NUTRITION 18
References
Apple. (2014). iTunes previews. Retrieved from https://itunes.apple.com/us/app/myplate-calorie-
tracker-your/id295305241?mt=8
Blackboard. (2014). Get Blackboard Collaborate™ plan. Retrieved from
http://www.blackboard.com/Platforms/Collaborate/Products/Blackboard-Collaborate/
Web-Conferencing/Plan/Plan-Download.aspx\
Blackboard. (2014). What’s new in Blackboard learn. Retrieved from
https://help.blackboard.com
Blevins, K. (2014). ChooseMyPlate Website Video. EDUC 633 New Media Presentation:
CamStudio. Retrieved from https://www.youtube.com/watch?v=0RvoHWLH70U
CamStudio. (2014). System requirements. Retrieved from
http://camstudio.org/help/help.htm#_System_Requirements
Cousineau, T., Franko, D., Ciccazzo, M., Goldstein, M. & Rosenthal, E. (2011). Web-based
nutrition education for college students: Is it feasible? National Institute of Health.
Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3074521/
CRON-O-Meter. (2014). CRON-O-Meter a free Web application for tracking your nutrition and
health data. Retrieved from https://cronometer.com/
Dick, W., Carey, L., & Carey, J. (2005). The systematic design of instruction (6th ed.). Glenview,
Ill: Allyn & Bacon, Inc.
Disability Resource Center. (2014). Making technology for students with disabilities. Retrieved
from https://louisville.edu/disability/faculty-staff/making-technology-accessible-for-
students-with-disabilities
Henry, A. (2013). Five best food and nutrition tracking tools. Lifehacker. Retrieved from
INSTRUCTIONAL DESIGN: PROPER NUTRITION 19
http://lifehacker.com/five-best-food-and-nutrition-tracking-tools-1084103754
FatSecret. (2014). Your key to success. Retrieved from http://www.fatsecret.com/
Giga Chef. (2014). Cooking district. Retrieved from cookingdistrict.com
Google. (2014). System requirements and browsers. Retrieved from
https://support.google.com/drive/answer/2375082?hl=en
Google Play. (2014). MyPlate Tracker. Retrieved from
https://play.google.com/store/apps/details?id=com.zippypig.android.myplate&hl=en
HERI. (2014). First year students. University of California, Los Angeles Graduate School of
Education & Information Studies. Retrieved from http://www.heri.ucla.edu/index.php
Lose It. (2014). Weight loss that works. Retrieved from http://loseit.com/
Microsoft Corporation. (2014). PowerPoint. Retrieved from http://office.microsoft.com/en-
us/powerpoint/
MyFitnessPal. (2014). Lose weight with MyFitnessPal. Retrieved from
http://www.myfitnesspal.com/
Prezi. (2014). Prezi for windows/mac system requirements. Retrieved from
https://prezi.com/support/article/win-mac/prezi-for-windows-mac-system-requirements/
SparkPeople. (2014). Sparking millions of people to live healthier, happier lives. Retrieved from
http://sparkpeople.com/
Szapkiw, A., & Szapkiw, M. (2014). Module3: Analysis (P1: Needs Analysis). In Principles in
Design and Management in Distance Education, Instructional Unit 3.1. Retrieved from
http://www.amandaszapkiw.com/elearning/principles-of-design/module-3-1/index.html
University of California, Riverside (UCR). (2014). Understanding the Digital Millennium
Copyright Act. Retrieved from http://dmca.ucr.edu
INSTRUCTIONAL DESIGN: PROPER NUTRITION 20
USDA. (2014). ChooseMyPlate. Retrieved from ChooseMyPlate.gov
YouTube. (2104). Retrieved from https://www.youtube.com/yt/creators/index.html
Zunal. (2014). Zunal WebQuest maker. Retrieved from http://zunal.com/
INSTRUCTIONAL DESIGN: PROPER NUTRITION 21
Appendix A
Nutrition Pre-AssessmentPlease complete this survey about your eating and lifestyle habits. *Required
1. During the PAST 7 Days, how many times did you eat fruit? (Do not count fruit juices) *I did not eat fruit in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days
2. During the PAST 7 Days, how many times did you eat a green salad? *I did not eat a green salad in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days
3. During the PAST 7 Days, how many times did you eat other vegetables? (Do not count green salad) *
I did not eat other vegetables in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days
4. During the PAST 7 Days, how many times did you eat breakfast in the morning? * I did not eat breakfast in the morning in the past 7 days
1 day2-3 days4-5 days6-7 days
5. During the PAST 7 Days, how many times did you drink a can or bottle of soda? (DO NOT COUNT DIET) *
I did not drink a drink during the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 daysMore than 2 times per day
6. During the PAST MONTH, how often did you eat at fast food places? *I never eat at fast food places1-3 times during the past month2 times a week or less
3-5 times a weekI eat everyday at fast food places
INSTRUCTIONAL DESIGN: PROPER NUTRITION 22
7. Do you pay attention to making healthy food choices when you eat? *I never pay attention to making healthy food choicesI sometimes pay attention I frequently pay attentionI always pay attention
8. During the PAST 7 Days, how many days were you physically active for at LEAST 60 MINUTES per day? *
0 days1 day2-3 days4-5 days6 or more days
9. During the PAST 7 Days, what would be the average number of hours you sleep at night? *
8 or more hours5-7 hours4-6 hoursI do not have a regular sleep pattern
10. How would you describe YOUR weight? *Slightly underweightAbout the right weightSlightly overweightVery overweight
11. What is your gender? *MaleFemale
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Appendix B
ChooseMyPlate Lesson
The ChooseMyPlate Lesson uses CamStudio as a delivery system to show students
how to navigate the ChooseMyPlate Website.
Figure 1. ChooseMyPlate Lesson on government Website utilized for student learning (Blevins, 2014).
INSTRUCTIONAL DESIGN: PROPER NUTRITION 24
Appendix C
Reference List of Preferred Food and Nutrition Tracking Applications
Keeping track of what you eat and your caloric intake becomes easier with one of the following
applications. These applications feature a Web application and are available for iOS devices
from the Apple store and for Android devices from the Google Play store. Key points of each
application are included below to help you make the best choice for your tracking needs.
MyFitnessPal
large food database
popular restaurant menus included
breaks down what you eat into nutritional components
large online community
syncs with external activity trackers
free service
LoseIt
barcode scanners for packaged food or ingredients
can add custom recipes
syncs with external activity trackers
free for the basic application, $40/yr for the premium application
SparkPeople
network of sites
can add custom recipes and search for menu items
breaks down what you eat into nutritional components
tracks exercise and activity
INSTRUCTIONAL DESIGN: PROPER NUTRITION 25
free service
CRON-O-Meter
simple but effective tool
breaks down what you eat into nutritional components
tracks exercise and activity
can add custom recipes
free service
FatSecret
tracks exercise and activity
can add custom recipes
can share recipes with other users
provides a personal journal
online community
free service
INSTRUCTIONAL DESIGN: PROPER NUTRITION 26
Appendix D
Nutrition Workshop Exit SurveyPlease complete this survey about your eating and lifestyle habits. *Required
1. During the PAST 7 Days, how many times did you eat fruit? (Do not count fruit juices) *I did not eat fruit in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days
2. During the PAST 7 Days, how many times did you eat a green salad? *I did not a eat green salad in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days
3. During the PAST 7 Days, how many times did you eat other vegetables? (Do not count green salad) *
I did not eat other vegetables in the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 days
4. During the PAST 7 Days, how many times did you eat breakfast in the morning? * I did not eat breakfast in the morning in the past 7 days
1 day2-3 days4-5 days6-7 days
5. During the PAST 7 Days, how many times did you drink a can or bottle of soda? (DO NOT COUNT DIET) *
I did not drink a drink during the past 7 days1-3 times in the past 7 days4-6 times in the past 7 days1-2 times per day in the past 7 daysMore than 2 times per day
6. During the PAST MONTH, how often did you eat at fast food places? *I never eat at fast food places1-3 times during the past month2 times a week or less
3-5 times a weekI eat everyday at fast food places
INSTRUCTIONAL DESIGN: PROPER NUTRITION 27
7. Do you pay attention to making healthy food choices when you eat? *I never pay attention to making healthy food choicesI sometimes pay attention I frequently pay attentionI always pay attention
8. During the PAST 7 Days, how many days were you physically active for at LEAST 60 MINUTES per day? *
0 days1 day2-3 days4-5 days6 or more days
9. During the PAST 7 Days, what would be the average number of hours you sleep at night? *
8 or more hours5-7 hours4-6 hoursI do not have a regular sleep pattern
10. How would you describe YOUR weight? *Slightly underweightAbout the right weightSlightly overweightVery overweight
11. In the PAST 7 Days, how often did you use an Application to record your food intake? *
I did not record my food intake1-2 meals in the past 7 days3-5 meals in the past 7 days1-2 times per day
12. Has your view of proper nutrition changed after completing this workshop? Explain how. *
INSTRUCTIONAL DESIGN: PROPER NUTRITION 28
13. Have you seen positive changes in your weight, academics, emotions, or social aspects of your life after completing his workshop? *
If YES, PLEASE EXPLAIN HOW
14. What is your gender? *MaleFemale
15. Would you recommend this workshop to other college students? *YesNo
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Appendix E
Throughout the Web-based modules college students will utilize virtual technologies to increase their nutritional knowledge
helping them identify and select healthy foods daily for at least two meals during their college years. Some modules will use Zunal a
learning management platform to create a WebQuest to deliver portions of this online education. Refer to Table D1 for proper
nutrition for college student’s workshop information.
Table D1
Proper Nutrition for College Student’s Workshop
Objectives Assessments Activities Instructional Content/ Materials
Readings Student Participation
Media Selection
TimeAllotment
Module 1 - Nutritional Knowledge
1: Utilizing internet resources students will identify gaps in nutritional knowledge
§ 1 - Google Doc pre-survey and discussion board posting
Assessment of students' prior knowledge of nutrition
Introductory Videos
Module Graphic Organizer
Google Doc tutorial and survey
Review two online resources for nutritional content and include in discussion posting
Download graphic organizer
Complete Survey
Complete discussion board posting
Google Sites 20-30 minutes
INSTRUCTIONAL DESIGN: PROPER NUTRITION 29
Objectives Assessments Activities Instructional Content/ Materials
Readings Student Participation
Media Selection
Time Allotment
Module 2 - Recognizing Nutritional Behaviors
2: Given introduction resources students will recognize healthy nutritional behaviors
§ 2 - Interactive video presentation and personal reflection by student
Navigate ChooseMyPlate site
Video presentation
Personal reflection
Website – ChooseMyPlate
PowerPoint tutorial
Reflection questions
View Website and Power-Point
Discussion board posting
Explore ChooseMyPlate Website
Watch videos
Write personal reflection and post in discussion board
Link to Choose MyPlate Video
Links to tutorials on Microsoft Power Point
20-30 minutes
Module 3 - The Effects of Poor Nutrition
3: Given Internet access, the learner will be able to recognize effects of diet on weight gain, stress, health, and academic performance
§3 - Students' personal assessment of nutritional behaviors
Instructor led video scenarios with periods of pause for interactive reflective question and answer period
Video presentation
Watch video
Review discussion posting requirement
Engage in learning through interactive video presentation
Complete personal assessment of own nutritional behaviors
Discussion posting
Instructor video presentation
20-30 minutes
INSTRUCTIONAL DESIGN: PROPER NUTRITION 30
Objectives Assessments Activities Instructional Content/ Materials
Readings Student Participation
Media Selection
Time Allotment
Module 4 - Personal Nutrition
4: Given previous activities evaluate and analyze current nutritional behaviors
§ 4 - Develop a plan for improved nutritional behavior
Complete a diary of nutritional intake for the last 48 hours
Download application on mobile device or computer
Write a discussion board posting reflecting on positive effects of utilizing a nutritional application
View list of applications and download application of choice
Record dietary intake for 48 hours
Discussion board posting
List of nutritional applications with links
Link to Web based tutorials on how to download applications
20-30 minutes
Module 5 - Nutritional Awareness
5: Evaluate and analyze nutritional knowledge compared to pre-survey
§ 5 - Develop a plan for improved nutritional behavior
Google Doc post-survey
Student video
Complete post-survey
Student video
Students will create video to demonstrate their personal use of nutritional application at a meal and upload to Blackboard Collaborative
Complete Google Doc post-survey
Creation of student video
Google doc
Student choice of media for video creation
20-30 minutes