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GDIT 711: Final MOOC Report and User Test Analysis Created by: Jessica Martin, Becky Durbin, and Casey O’Donnell-‐‑Chavis
Spring 2015
Introduction: Our final report will consist of our reflections after completing the entire MOOC for Coursera tile, “Child Nutrition and Cooking”. Here we discussed overall impressions of the MOOC with a focus on mistakes or struggles concerning the design. There were also observations make concerning any mention of globalization, cultural inclusiveness, or life-‐‑long learning. MOOC Report: In this week's MOOC, there were no notable changes to the content or presentation of the materials. We completed the final section "Labels, Allergies, and Taste" and completed the MOOC. We have attached last week's comments below so you can see the same general ideas and experiences that we have had through out the MOOC. Thank you! Instructor's mistakes/struggles on the design, development, and/or implementation • Again, Lack of interactivity is a big design flaw. Allowing students to ask
questions or run recipes by the instructor would be beneficial. Also being able to ask her for suggested healthy substitutions for allergies or ethnic foods would be positive.~ Becky
• The horrible use of the chalkboard continues and is still very distracting. I find myself wanting to skip it. See image:
• The chalkboard videos have very small writing which makes it difficult to learn the content the instructor is trying to convey. These videos tend to discuss new terms and a lot more information than her demonstration videos and a lot of the content is lost due to the small writing and distracting drawing as she talks-‐‑ Jessica.
• I agree with my group members that the chalkboard writing is too small and does distract from the actual content. I am more memorized by how fast she is drawing than what she is talking about. I feel like she is violating a few of the multimedia principles.-‐‑ COC
• In the video section of 'Protecting Children's Health', I felt the first 4 minutes of the video was not necessary to the topic. I was also distracted by how fast her drawing was and by her stick people. Her explanation of who protects a child's health was could also be very confusing to someone. I provided a screenshot to see if by just looking at this picture, one would understand what was said in this particular lecture.-‐‑ COC (Picture)
• • Overall Design of the MOOC: Chalkboard feature violates the following
principles of multimedia learning by Mayer: Coherence principle-‐‑ Even though the litle hamburgers and people are very cute, it sure didn't help me learn any better! signaling principle-‐‑ everything in the chalkboard was highlighted! The only way information was distinguished was when it was underlined. redundancy principle-‐‑ even though people learn better from graphics and narration, she had graphics, narration and on-‐‑screen text. Temporal contiguity principle-‐‑ instead of talking and writing simultaneously, she would draw the graphic and then talk about it or something else. Pre-‐‑training principle-‐‑ there is no pre-‐‑training principle technique or pre-‐‑test or worksheet to download to go along with the learning modules. Modality
principle-‐‑ should have stuck to just graphics and narrations than animation and on-‐‑screen text.
• Did get right: Spatial contiguity principle-‐‑ pictures and words were presented near rather than far from each other on the little screen chalkboard. Segmenting principle-‐‑ the modules are short and broken into short segments with an introduction and short quizzes between videos and a 10 question test at the end. Personalization principle-‐‑ the introduction videos felt slightly formal but the module videos were more conversational.Voice Principle-‐‑ The instructor had a pleasant voice and did not sound like a robot or overly intelligent. Image principle-‐‑ It did not matter to me that I could not see her face. I did like seeing her in the introduction videos to each module because it gave a sense of more personal connection especially seeing her in her own kitchen and at home with her own family-‐‑ assuming that they were not paid actors.
Community GAs' mistakes/struggles • No contact at all with a community GA or others with in the course itself.~
Becky
Mistakes/struggles that other learners in the course experienced • Still no interactivity inside the course structure.~Becky ▪ She has a Facebook page in which she frequently posts articles and
information, but it appears many people ask her questions and for recipes, etc. There is not much sharing going on, just the instructor posting with people commenting. It would be benefical to alteast have a linked discussion area dedicated to those who have or are taking the MOOC.
▪ Facebook Page: https://www.facebook.com/justcookforkids
Other notable findings related to globalization, cultural inclusiveness, and lifelong learning
• The information is helpful for lifelong learning in terms of understanding the labeling of foods as organic, natural, etc.~Becky
• The instructor discuss growing your own garden is a good way to develop life long learning in terms of children knowing how to cook and add their own ingredients. -‐‑Jessica.
• Nutrition Facts and How to Read Nutrition Labels is an excellent example of how the course incorporates lifelong learning as well as cultural inclusiveness. Since nutrition labels are seen even at fast food restaurants like McDonalds, people need to be aware of nutrition facts as well as ingridents. The particular module on Reading Nutrition Label allows a person who is of little informational background about cooking and to be able to learn how to read the label. This would be an example of lifelong learning. It is also an example of cultural inclusivness since labels are written in numbers that are universal and could be understood by people of other cultures if they can read the label.-‐‑COC
Opportunities that can address issues identified by group members • I think a recipe sharing board would be great. It would allow people to share
successes and failures in the cooking of healthy foods and what the kids liked and did not like. I also think it could solve the issue of a lack of cultural diversity in the food types presented. ~Becky
• An international recipe sharing board or a Q & Board would be really helpful so that people can share with each other.~ Becky
• A Q & A board for the instructor would also be beneficial so you can ask the "expert"~ Becky
• An opportunity for learners to share there experiences with local farmer's markets would be a good way to discuss how locally grown fruits and vegetables added to their cooking experiences-‐‑ Jessica.
Positive Improvements this week: I felt we should say some positives about
the MOOC as well
◦ I wanted to note a positive change in this section. They used a masters student in a face to face video in many segments of the lecture this time. It
was a positive change from the chalkboard drawings and the strange audio issue with the instructors voice when using the chalkboard sections.
◦ She addressed some child-‐‑related issues with fish taste and how to mask it to get them to eat fish. She also did a good job describing how to choose fish that were safe and appropriate for children.~ Becky
◦ She also discusses the ways in which involving children in the cooking helps get them more interested in eating the foods prepared~Becky
◦ She also says cook like a "rainbow" which I think is an easy visual and also open ended enough to add any traditional or ethnic ingredients into your dishes. ~Becky
◦ Great cooking safety tips this week~ Becky ◦ The instructor shares examples of planting herbs and plants from other
cultures when she discusses growing a small garden at home.-‐‑ Jessica ◦ She explains the easy of growing a garden that doesn't have to be expensive
or require a large yard or amount of time. It is very user friendly-‐‑Jessica ◦ For the introduction video to the Allergies segment, I enjoyed how she
mentioned that she had a son with a food allergy. I felt that this was a personal touch and made the instructor seem more personable. I also would have liked to have seen more information about herself in a short bio in which she explains that she has a child with food allergies. This helped me to understand one of her motivations for creating this particular course.-‐‑ COC
◦ The video on "Understanding Taste" felt like a biology lesson to me. Even though she used the chalkboard for delievery, I still enjoyed the biology behind allergies. -‐‑ COC
◦ I tried to pass the test prior to module and got a 6/10. For the questions that I failed, there was a comment box that said which video to watch and what time to go. -‐‑COC
Inter-‐‑group User Test Experience: MOOC Title: Child Nutrition and Cooking Provider: Cousera/Stanford Link to MOOC: http://online.stanford.edu/course/child-‐‑nutrition-‐‑and-‐‑cooking-‐‑Summer-‐‑2014 Our MOOC in Pictures:
Goals and Content of the Course:
§ Eating patterns that begin in childhood affect health and well-‐‑being across the lifespan. The culture of eating has changed significantly in recent decades, especially in parts of the world where processed foods dominate our dietary intake.
§ This course examines contemporary child nutrition and the impact of the individual decisions made by each family. The health risks associated with obesity in childhood are also discussed.
§ Participants will learn what constitutes a healthy diet for children and adults and how to prepare simple, delicious foods aimed at inspiring a lifelong celebration of easy home-‐‑cooked meals.
The Big Three: The Most Significant Issues
1. Little to no interaction with the instructor. § There was a Facebook page for the class, but it did not have a specific
area for contacting the professor with questions. 2. No activities involved in the course.
§ A lack of application activities, self reflection, or journaling was a troubling problem.
3. There was no interaction between students taking the course. § It would be helpful to share recipes, ideas, and what worked best
when applied to real life. Our Potential Solutions:
1. Little to no interaction with the instructor. a. A Q & A Discussion Board with the instructor. b. E-‐‑Mail links for questions. c. A Facebook Group (replacing the instructor page)
§ We did not create a group but I think most of you know how this works.
2. No activities involved in the course. Using a courseware platform would provide opportunities for activities to be added.
a. Adding a personal reflection blog that can be edited at the conclusion of each lesson to show growth in understanding and notable learning.
b. Adding assignment activities that go with each section: (examples below).
§ Submit a recipe you tried based on the lesson with a description of how it worked for your family.
§ Submit a grocery list and snapshots of the nutritional labels of 3 foods, analyzing the content and nutrition.
c. Adding Web Resources or Articles with Discussion Questions 3. There was no interaction between students taking the course.
Using a courseware platform would provide opportunities for activities to be added.
a. Adding a Discussion Board with multiple forums for questions, sharing, and discussion
b. Creating a Facebook Group instead of just a page. c. Create a Collaborate Classroom or Collaborate VoiceBoard, where
students can meet to discuss ideas and recipes with his or her own voices.
We created a small sample of Mock Up Items in Coursesites
§ https://www.coursesites.com/s/_CND101 User Test Results Polls:
Chat Box Comments
User Test Discussion Posts:
User Test Results Summary:
Looking at the results from the polls on the three proposed improvements for our MOOC, the CourseSite framework was reported to be a preferred platform. The additions of assignments included: reflection on or application of the content at the end of each section, discussion boards among learners, and question and answer discussions with the instructor also received the highest ratings in our user test.
