Course Overview
Learning Context and Inclusive Design
Strengths: Clear objectives with a broad target audience, diverse learning methods, and a high level of inclusivity.
Possible Improvements:
1. The structure of the inclusive design section lacks coherence. The relationships between each point are unclear. Consider reorganizing the design principles or improving the logical flow between them.
2. The tools used in the learning environment could be described more concretely and suggestions for using these tools.
3. Cultural inclusivity could be enhanced with more specific details. Including concrete examples can help make the plan easier to understand. Additionally, consider addressing how the course avoids implicit cultural biasesāsuch as assumptions or prejudices about certain types of food.
Learning Theory and Design
Strengths: Well-justified use of constructivism, strong alignment between theory and practice, and clear logical expression.
Possible Improvements:
1. Constructivism emphasizes not only personal experience but also social interaction. It is recommended to add:
– A cooperative mechanism for students to design meal plans in groups.
– How peer evaluation or feedback promotes cognitive conflict and reconstruction.
2. The section on experiential learning could better explain the reflection process. For example:
– Are there reflective writing assignments or rubrics?
– Are guiding questions used to help students examine conflicts between their dietary habits and the proposed meal plans?
3. The inquiry-based learning section lacks scaffolding, which may be challenging for many learners. Consider supplementing with:
– Structured guidance and prompting questions to support article analysis.
Assessment Plan Overview
Strengths: Variety of question types, immediate feedback mechanisms, and appropriate adoption of the local BC high school grading system.
Possible Improvements:
1. Suggest clarifying the non-graded formative feedback mechanisms:
– Are students allowed to retry low-scoring tasks (promoting low-risk failure)?
– Is teacher feedback based on rubrics or guiding questions?
2. Clarify the connection between summative and formative assessments:
– Currently, the two types of assessments seem disconnected. Indicate whether thereās alignment of content or if formative tasks prepare students for the final test.
3. Specify the grading weight of different question typesāfor instance, how short-answer questions are weighted compared to multiple-choice questions.
Rationale and Technology Rationale
Strengths: Strong theoretical logic, high alignment with course objectives, well-considered technology choices, and a constructivist approach.
Possible Improvements:
1. Consider separating the pedagogical rationale and technology rationale sections to improve clarity and logical structure.
2. All content related to using technology to support inclusive learning should be consolidated in this section for better organization and focus.
Unit 1: Fundamentals of Healthy Eating
This unit effectively introduces the importance of balanced and diverse diets. The statement of learning outcomes is clear and practical, especially emphasizing the application of what has been learned to personal dietary choices. Mayo Clinic’s videos enhance the authority of content and provide a reliable scientific foundation for learning.
However, I am wondering if the concept of “balanced and diverse diet” can be accompanied by specific examples or definitions at the beginning? Have you considered adding a short chart or dietary example to help learners who are not familiar with dietary guidelines better understand?
The course tasks are designed very well, encouraging students to collaborate and reflect, and apply knowledge to real life. I particularly appreciate the feedback from my peers. However, you can consider adding a brief feedback guide to help students provide more respectful and inclusive dietary advice in different cultural, income, or health backgrounds.
Possible Improvements:
1. Try adding an introductory paragraph to give a brief introduction and set the tone for the unit.
2. Clarify learning outcomes to make them more actionable and concrete. For example: identify unhealthy eating patterns and replace them with healthier choices.
Unit 2: Social Media and Health Rumors
This module focuses on a very real and urgent issue. The learning objectives are set reasonably and have a good sense of hierarchy, gradually guiding learners to develop critical thinking skills from “cognition” to “assessment” and then to “application”. Based on my experience, this structure can indeed help learners gradually build confidence.
The health rumor cases you listed are very effective. However, I may have missed a part of the content – was there any activity in the course where students were asked to actually use the identification tools you listed to analyze a true rumor? For example, students can be asked to select a current health hotspot on social media and evaluate it using their ‘trusted information judgment checklist’, which can better apply theory to practice.
The selected video resources are very suitable. If possible, could you add some thought-provoking questions before watching the video? For example, “Is there anything in the video that surprised you?” “Have you ever believed similar rumors? What changed your mind?” Such questions may be more effective in stimulating reflection.
Possible Improvements:
1. The introduction could be more engaging. The current introduction is accurate but the language is a bit bland. A more engaging opening could be used to attract students.
2. The ending paragraph can increase motivation. Although the ending supplement is satisfactory, it can add some encouraging interaction hints. For example, encourage students to verify the health knowledge they have recently seen on social media.
Unit 3: Breaking Bad Eating Habits
This module is very detailed in explaining the psychological mechanisms behind behavior change. In my opinion, the introduction to the Cross Theory Model (TTM) is one of the highlights of this unit. The division of each stage is clear and well integrated with the improvement of dietary habits.
I appreciate your emphasis on “small changes” rather than burdensome big changes – this approach is both realistic and reassuring. However, have you considered adding an interactive tool to help students identify which stage of TTM they are currently in? For example, a quiz or multiple-choice question?
Lucie Edukale’s video selection is also great, with content that is close to daily life. You may be able to include some guiding reflective questions, such as: “Can you recall an experience where emotions influenced your diet?” or “What small changes can you try to make this week?” This can better help students establish a connection with their own lives.
Possible Improvements:
1.The current introduction is clear but a little bland. You can use a more life-like opening to resonate with students.
2. Make the video more guided and task-oriented. You can add some guiding questions or action instructions to the video task description to increase participation.
3. The ending should be more motivational and action-oriented. The ending can use a more motivating tone to guide learners to apply the content in their lives.
Unit 4: Quiz section
The quiz questions are concise and clear, suitable as a formative assessment tool, especially helpful in consolidating students’ understanding of dietary myths and healthy eating principles. You can consider providing a brief explanation after each question to help students understand the logic behind the answer and deepen their understanding.
I am also thinking, can we expand these questions into a small game or challenge task? For example, the “Rumor Terminator” challenge allows students to identify rumors in real online content and provide reasons, which is more closely related to their daily life experience.
Possible Improvements:
1.Try to add some more interesting mini-games and life practice tasks.
Overall feedback and suggestions
Overall, I believe this set of modules reflects meticulous instructional design, clear alignment of goals and content, and a focus on learners’ actual experiences. Each unit has a logic of continuity and progression, and the combination of multimedia, reflective tasks, and peer interaction makes learning more three-dimensional and effective.
You may also consider the following questions for optimizing course content in the future:
Can students showcase their learning outcomes in various ways? (such as video reflections, group discussions, posters, etc.)
Is there an opportunity to include discussions on food culture or economic differences in the curriculum to enhance inclusivity?
Are all materials friendly to students who speak different native languages or have different learning styles?
Some additional suggestions
The structure of this group’s learning plan is very clear. It covers key foundational concepts in nutrition, such as dietary guidelines and healthy eating patterns. This is also a topic that everyone should reflect on.
But as far as the main discussion question is concerned, it would be more effective if the topic could be more specific and less broad. As it stands, the question might lead to subjective answers. It could be improved by narrowing it down or connecting it to a particular context.
For example, a question like: āBased on the Canada Food Guide, how does your current diet align or differ from the recommended eating patterns?ā would help guide students to think more critically. Culture can also influence eating habits ā for instance, some regions in Asia rely on rice as their main source of carbohydrates, while others may rely more on wheat products.
Try adding some practical activities.In terms of the practical activity,Ā it would be interesting to divide students into groups based on their regional backgrounds and have them share their hometownās dietary habits or food traditions. They could then explore the nutritional value starting from calorie intake. This could become a very engaging and insightful learning experience.
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