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EIDT 6910: Capstone: Practical Application of Instructional Design
Course Project: Instructional Solution for an Authentic Problem
Course Title: Jackson Holistic Health Consciousness
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Course Project Assignment: Design Document
Project Description and Goal Analysis
Let thy food be thy medicine and thy medicine be thy food" (Asiado 2011, Hippocrates).
An ugly truth is that Americans consume chemicals daily by way of processed food,
genetically modified and pesticide-laden food (GMOs), fluoridated water, and soy and
corn products. These are carriers for disease (Wells, 2012). Holistic medicine proves that
the cure for diseases is “eating organic food from nutrient rich soil, drinking only spring
water, and supplementing daily with all the essential nutrients: 60 minerals, 16 vitamins,
12 essential amino acids, and 3 essential fatty acids” (Wells, 2012). Allopathic doctors
have little to no training in nutrition therefore, the choice of medicine they choose for
their patients are typically pharmaceuticals and do not include natural remedies.
Therefore my client saw the need for holistic living.
St. James Presbyterian Church is a faith-based organization that has been in worship for
148 years. Their vision is to share the word of God through various ministries. “Our
worship, throughout the years, has been the fuel for our other trademark ministries:
evangelistic outreach, equipping the Saints (for local, national and international
missions), and meeting the holistic human and pastoral needs of every age group” (The
St. James Presbyterian Church 2011). These ministries are in: administration, joyful
worship, active fellowship, matured discipleship, evangelism in the community, and
service to the world. The pastor of the church has been battling prostate cancer and has
recently been eating a holistic diet. Since then, he has seen major improvements in his
health. As a part of the Service to the world ministry, the pastor has contacted me to
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develop a project based on his vision of holistic healing through nutrition. He saw a need
to educate members on how a change in diet and a healthy lifestyle can transform one’s
life. By definition this is considered a felt need because it is the pastor’s “desire to
improve his and the performance of the target audience” (Morrison et al 2013, p.32).
“Instructional design is a systematic process for creating instruction based on scientific
research that produces effective, efficient, and reliable instruction” (Morrison et al 2013,
p. 8). Following a systematic approach and using a face-to-face format with supplemental
online resources, the vision of the need for holistic eating in order to improve the quality
of one’s life will be planted and assistance in implementation will take place over a
course of time. Trainings will be developed following the ADDIE model: Analysis,
Design, Development, Implementation, and Evaluation. The initial training will consist of
a 2 hours session on the vision and need for a holistic lifestyle. Subsequent trainings will
be held once a month for follow-up and assistance. Since being charged with this task I
have set out to complete a preliminary pre-assessment. What I found was that there were
many people for all ages and abilities that were interest in holistic nutrition. This felt
need then assumed the role of an expressed need as individuals began self-enrolling in the
training. The project’s primary audience is geared towards adult learners and designed to
teach learners how to take advantage of the healing power of Mother Nature and its
essential herbs, fruits and vegetables. This problem is best addressed by instructional
intervention due to the lack of knowledge of the learners concerning this overarching
topic. The overarching goal is to improve the quality of life through optimum health
through conscious holistic consumption. Fig.1 list each subsequent goal ranking in
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number, goal topic, and goal description.
Goal Rank # Goal Topic Goal Description
1 Food Consciousness Become conscious how to treat root causes of
illness/diseases through super foods, herbs, and
spices.
2 Water
Consciousness
Become conscious of the role water plays in
healing and nutrition by becoming aware of how
to select the best water source and why.
3 Smart Consumer
Consciousness
Become conscious of how and where to purchase
nutritional food and products
Figure 1
Learner Analysis
“One of the key elements of the instructional design process is the need to consider the
learners for whom a program is being developed” (Morrison et al 2013, p. 50). Learning
levels and characteristics of learners serve as either an opportunity or constraint for the
deign and therefore are extremely important as the success of the program depends so
greatly upon them. It is essential to gain an understanding of the learner’s prior
knowledge about the topic. This was accomplished by conducting an initial health
assessment with each individual learner. Sources of data collections included
observation, interviews, and surveys. Learners then set a goal for themselves for their
optimal nutritional well-being. All categories of learner’s characteristics must be
considered including: general, prerequisites, learning styles, academics, personal and
social, cultural, learners with disabilities, and adult learners. (Morrison et al, 2013). Fig. 2
list such categories of learner characteristics.
Category Characteristics
General
Learner
Characteristics
• Ages 18-74
• Gender 71% female; 29% male
• Education: high school diploma through some level of
higher learning
Entry • Knowledge of computer skills
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Characteristics • A positive attitude towards living a holistic lifestyle.
Prior
Experience
• Very few learners have experience with holistic nutrition
(home remedies). 29% are vegetarians, and 29% are over
the age of 50 with some knowledge of holistic nutrition
Learner Styles • Visual/auditory
• Hands on
Figure 2
Participants in the training will include learners of all ages. Learners have a wide range of
knowledge of how to eat healthy ranging from the elderly who are or have once used
home remedies for healing to vegetarians who only eat a plant based diet. However, the
majority of the rest of the learners to be trained have limited to no knowledge of how to
live holistically. There is a wide range of ages and abilities present in this select group of
learners. Technology will be a huge piece of the training for resources. Due to this, I
recommend that the elderly bring with them a caregiver or loved one who can learn this
information right along with them as well as handle the technological aspects of the
training. It is also noted that the elderly may not be physically able to attend, if this is the
case, they are asked to send their caregiver in place of themselves. Gender characteristics
of learners include both males and females, ages 18 and above, various educational
levels, ethnicities, and work experiences. Specific entry skills include knowledge of
computer skills and a positive attitude towards living a holistic lifestyle. “In initialing a
learner analysis, the important task for the designer is to identify those characteristics
most critical to the achievement of the specific training objectives” (Morrison et al, 2013,
p. 52). Learning styles of learners also vary, however most learners prefer the visual and
hands on approach to learning. Due to the time restraint of the initial training, it shall be
delivered primarily using video and auditory learning; while follow up training can dig
deeper therefore utilizing a more hands on approach as needed.
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Contextual Analysis
Three types of contextual context to be analyzed are orienting, instructional, and transfer.
The orienting context considers the learner’s goals for attending this training; how or if
the learners perceive the training as useful; as well as the leaner’s perception of
accountability of the course (Morrison et al, 2013). The learners’ main goal for attending
this training is to learn how to actively live a holistic life. Knowledge of this is critical
when designing the pre-instructional strategies along with the instruction. Each learner
signed up for this training of his or her own will, therefore each perception of this course
is usefulness. The learners’ accountability in this training is of a personal one. Learners
who take this training are seeking to live a much healthier life than previously. The main
instructional context used in this training will consist of a laptop (provided by the trainer)
and a projector (provided by the facility). Seating, lights, and temperature will be
accommodating to all learners. Transfer for learning will occur during and following the
training and learners will be provided with resources and support to sustain them in their
journey of holistic nutrition. Fig. 3 lists each orienting context learner goal, the
instructional context, and transfer context for this training.
Orienting Context-Learner Goals Instructional Context Transfer Context
• Food Consciousness
• Water Consciousness
• Consumer Consciousness
• Comfortable seating
using auditorium
• Control of lights for
presentations
• Temperature can be
adjusted from
comfortably
• The facility provides
the projector
• Resources available
during and after
training(s)
• Support is available
• Updates are
continual
Figure 3
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Task Analysis
Task analysis is considered the most critical part of the instructional design process
because it defines the content needed to solve the problem, forces the SME’s
involvement, and allows the designer to view the content from the perspective of the
learner (Morison et al, 2013). Fig. 4 outlines the topic analysis for the training, as well as
the content structure for each topic.
Topic Analysis:
Figure
4
I. Water Consciousness
i. Hydration- when and how to hydrate the body
ii. Fluoride-sodium chloride versus calcium fluoride
iii. Water Purification-bottled versus distilled versus reverse osmosis versus
spring water
II. Food Consciousness
i. Detoxing-reducing meat and other toxins
ii. Super foods/Super Herbs/Super Spices
iii. Natural Grains: rice quinoa, wheat, buckwheat, stout, and milt
iv. Eating to Live versus Living to Eat
v. Best Time of Day to Eat
eat first meal within 45min-an hour upon awaking
Avoid eating at night but eat when the sun is up
Have last meal at least 5 hours before bedtime
Best to eat frequent light meals (6 small meals daily versus 3 big
meals)
Water Consciousness
I. Hydration
II. Fluoride
III. Types of Water
Food Consciousness
I. Detoxing
II. Super Foods
III. Eat to Live
Consumer
Consciousness
I.
Apps
II.
Herb
Shops
II.
Markets
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vi. Raw versus cooked food-80% raw/20%cooked
vii. Foods to Avoid
III. Consumer Consciousness
i. Apps/Websites/Articles/Blogs/Videos
ii. Online Herb Shops
iii. Supermarkets versus whole foods markets versus composting and
gardening
Procedural Analysis:
1. Write out your typical meal options/eating habits for a typical day.
2. Set a preliminary goal of where you would like to be
3. Eat time a video is played learners will list 3 things they found interesting. 2 facts,
and 1 question; then engage in a brief discussion afterwards.
Instructional Objectives
Instructional objectives are written in the affective domain “which involves objectives
concerning attitudes, appreciations, values, and emotions” (Morrison et al 2013, p. 104).
Since all learners have willing fully decided to participate in this training from their own
free will, motivation was evident and did not need to be established. Therefore, all
leaners have a positive attitude towards the subject of the training as they see the benefits
of success from such training. Objectives written in the affective domain are designed to
“become part of an individual’s practicing value system” (Morrison et al 2013, p. 104).
Fig. 5 list each goal as well as its instructional objective for this training.
Goal Instructional Objective
Food Consciousness I. The learner will cooperate in detoxing from non-
nutritional food.
II. The learner will participate in the consumption of
super foods, herbs, and spices
III. The learner will eliminate or avoid foods that aid in
malnutrition and agree to commit to “eating to live and
not living to eat”.
Water
Consciousness
I. The learner will know, understand, and apply the
importance of water and proper hydration in their lives
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II. The learner will learn about he effects of fluoride
III. The learner agrees to be attentive to water purification in
their lives
Smart Consumer
Consciousness
I. The learner will participate in the use of “Smart Apps” in
aiding in the purchase of healthy food options.
II. The learner will learn how to engage in buying nutritional
foods online
III. The learner will learn where and how to buy in stores,
verb.
Figure 5
Instructional Sequencing and Strategies
“Sequencing is the efficient ordering of content in such a way as to help the learner
achieve the objectives in an efficient and effective manner” (Morison et al , 2013, p.
122). Concept-related sequencing will be utilized for this training as it is organized on the
following concepts: water consciousness, food consciousness, and smart consumer
consciousness. The main goal in designing such instruction rests on the assurance that
each time such training is conducted, the results will remain reliable in nature.
“Learning is an active process in which the learner constructs meaningful relationships
between the new knowledge presented in the instruction and his or her existing
knowledge” (Morison et al , 2013, p. 138). The following table lists the sequence,
objective and subsequent instructional strategy for this training. Fig 6 outlines the
instructional sequence and instructional strategy for each objective.
Sequence Objective Instructional Strategy
1 The learner will know,
understand, and apply the
importance of water and
proper hydration in their lives
Fact/Recall
Concept/Application
The role water plays in the body; when and
how to hydrate the body
Activity: How Much Sugar is in My Drink
2 The learner will learn about
the effects of fluoride
Fact/Recall
Analysis of case studies on negative effects
of fluoride
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3 The learner agrees to be
attentive to water purification
in their lives
Concept/Recall
Importance of drinking the correct water
Demonstration: Learn the difference
between bottled, distilled, and spring water
(including purification systems/strategies)
4 The learner will cooperate in
detoxing from non-nutritional
food.
Procedure/Application
Reducing
meat
and
other
toxins
from
the
body
5 The learner will participate in
the consumption of super
foods, herbs, and spices
Procedure/Application
How food is a necessary component to
holistic nutrition
Treating illnesses through food and diet
Natural
Grains:
rice
quinoa,
wheat,
buckwheat,
stout,
and
milt
6 The learner will eliminate or
avoid foods that aid in
malnutrition and agree to
commit to “eating to live and
not living to eat”.
Procedure/Application
I. How to eliminate and get rid of
toxins in one’s body
II. Best
Time
of
Day
to
Eat-‐eat
first
meal
within
45min-‐an
hour
upon
awaking
III. Avoid
eating
at
night
but
eat
when
the
sun
is
up
IV. Have
last
meal
at
least
5
hours
before
bedtime
V. Best
to
eat
frequent
light
meals
(6
small
meals
daily
versus
3
big
meals)
VI. Raw
versus
cooked
food-‐80%
raw/20%cooked
Activity: PowerPoint/Development of
Personal Nutritional Goals for eliminating
toxins.
7 The learner will participate in
the use of “Smart Apps” in
aiding in the purchase of
healthy food options.
Procedure/Application
Demonstration: Fooducate App
8 The learner will learn how to
engage in buying nutritional
foods online
Procedure/Application
Importance of buying organic food and
produce
Use of specified website advising which are
the best products to buy from the best
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companies
Activity: Comparative Shopping
9 The learner will learn where
and how to buy nutritional
foods in stores
Procedure/Application
Activity: Comparative Shopping
Figure 6
Implementation and Evaluation Report
Implementation Overview
The foundation of learning within this training lies in the idea of student-centered
learning. This philosophy of education “strongly promotes active learning, collaboration,
mastery of course materials, and student control over the learning process” (Simonson en
al, 2012, p. 123). As learners arrived they were given a copy of the Learner Outcome
Assessment Matrix (Figure 1.1). A brief discussion was led on the purpose of the matrix,
which explained in detail the overarching course goal, sub goals for each of the three
modules, teaching methods of each modules, pre/post assessment questions, and type of
assessment. Learners were given the opportunity to work on answering the pre-
assessment questions. As they worked, I monitored and answered clarifying questions
from learners as needed. As learners were finishing up the pretest, I played some of the
You tube videos from the “Things That Make You Go EWWW” instructional materials.
This was designed to gain the interest of the learners. Once I had everyone’s engagement,
I then spent some time briefly going over the canvas interface and then a brief
explanation of the purpose of the training. As not to lecture for 2 hours, I decided to
make the implementation inquiry based. I taught the first module, water consciousness,
by modeling how to view the resources and complete the graphic organizer that helped
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me to derive meaning from the module. Since the group was small enough, they were
broken down into 2 groups of 4 learners. I gave one group the second module, food
consciousness; and the other group the third module, smart consumer consciousness.
Each group then had 45 minutes to interact with the resources. They were encouraged to
work individually, in pairs, or whole group as they choose. After 45 minutes, groups
switched and moved on to the remaining module, learning in the like manner. As learners
were immersed in content I facilitated by monitoring, taking notes and providing
assistance as needed.
High points were that learners were actively involved throughout the training. Many
already had goals in mind and were eager for information on how to work towards those
goals. The natural question asked several times was, “How do I begin to eat a healthier
diet?” I had discussion with some about helping to create a meal plan by suggesting some
healthier alternatives to some of their current food choices. Challenges that occurred
during implementation were due to the learners lack of knowledge concerning a CMS
and how to use one. I found myself spending more time than planned explaining how to
use the CMS. Use of the CMS was not necessary for the face-to-face training however, it
is essential for those learners who want to access the resources after the initial training. I
had less learners attend the face-to-face meeting as originally scheduled. Many of them
had unexpected situations arise which prevented them from attending. Those learners will
given the same opportunities to obtain the information through the Canvas CMS. Those
students who did not attend the face-to-face meeting had even more challenging issues
trying to navigate the Canvas CMS site. I spent a lot of time instructing those learners
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through telephone and email on how to navigate thorough the site.
Analysis of Assessment and Evaluation Data
Data Collection Before:
As mentioned previously, data collection before the training consisted of learners’
completion of a pre assessment (Figure 1.1). This same set of questions were given at
the end as a post assessment. The purpose was to see how much knowledge was
obtained during the training compared to the knowledge learners came to the training
with.
Figure1.1
Data Collection During:
Data collection during the training consisted of anecdotal records, “written records made
while observing learner performance”, were used as informal note taking assessment
(Morrison en al 2013 p. 301). As learners interacted with the content, they were
suggested to use a few graphic organizers (Figure 1.2 and Figure 1.3) to help to derive
their own meaning from those resources. As learners were actively engaged in the
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modules, I walked around taking notes and offering assistance as needed. The note
taking was a simple journaling of learner questions, comments, and reactions. This
informal assessment was very helpful in helping to determine the transfer of knowledge
obtained through the modules.
Figures 1.2 & 1.3
Data Collection After:
Data collection following the training consisted of two assessments: the follow up post
assessment questions from the matrix (Figure 1.1) and the survey questionnaire (Figure
1.4). The survey questionnaire provided both closed and open-ended questions. Although
the closed ended questions are more reliable, or objective, the open ended questions
proved to be “valuable in conveying learners’ feelings and the reasons for them”
(Morrison en al, 2013, p. 307).
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Figure 1.4
Data Analysis & Conclusion
The information gained from the pre/post test data proved beneficial both to the learners
and me as a guide to the transfer of learning. A pre/post test has two major functions: “to
determine which competencies for the course of topic the learner may have already
mastered, and to measure the degree of improvement after instruction is completed”
(Morrison en at 2013 p. 269). The data collected during the training helped me to make
decisions as need about the content and flow course as it unfolded. This information is
also useful in helping to determine follow up training as we expand on the topic of
nutrition. The information obtained after the training help to determine information about
my presentation and learning styles, needs and strengths for future trainings.
Recommended Changes/Modifications
The major change of modification I would recommend to the client would be the use of a
website instead of a CMS. My rationale behind this is based on the amount of time I
spent instructing learners on the use of the CMS. Learners who are not familiar with the
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online learning environment may find the use of a CMS complex and did not enjoy
having to ‘log in” and create a profile. The change should be in the use of an open web
source. This will save time as most students are already familiar with the environment
thus making the content easier to implement and keep the learners engaged.
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Reference:
Asiado, T. (2011). Edible Wild Food: Hippocrates. Retrieved from:
http://www.ediblewildfood.com/bios/hippocrates.aspx
COFA Online (2010). Learning to Teach Online: Learning Management System or Open
Web? Retrieved from: https://tv.unsw.edu.au/files/unswPDF/LMS_or_open_LTTO.pdf
Drexel University. 2011. Choosing Healthy Beverages: Rethink Your Drink. Retrieved
from
http://www.drexel.edu/nutritioneducation/Website_Materials/FY2012%20Lesson%20Ma
terials/HS/Lessons/HS%20Drinks%207%2029%2011.pdf
Edelson, M. (2009). Hopkins Medicine: Take Two Carrots and Call Me in The Morning.
Retrieved from: http://www.hopkinsmedicine.org/hmn/w10/feature2.cfm
Mead en al. (2001). Brainy Quotes: Hippocratic Quotes. Retrieved from:
http://www.brainyquote.com/quotes/authors/h/hippocrates.html
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction (7th
ed.). Hoboken, NJ: John Wiley & Sons, Inc.
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Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at
a distance: Foundations of distance education. Boston: Pearson Education, Inc.
The St. James Presbyterian Church (USA). 2011. Retrieved from: http://www.stjamespc-
usa.org/home
Wells, S.D. (2012). Natural News: 25 Amazing and Disturbing Facts About The Hidden
History of Medicine
