Design Phase.

Part 1. Read the Case

You are the lead instructional designer of an education program named "Healthy Kitchen." After the design meeting and a few rounds of needs assessment, HWF accepted your suggestion that the program should have 7 to 10-year-old children as the primary learners and their parent(s)/caregiver (s) as their learning partners. It is because they wanted to focus on prevention before obesity develops. Research reports that children at this age have started to form their own opinions that may impact life-long habits but are still willing to work with their parents.Parents play an influential role in developing children's dietary habits by creating a healthy or non-healthy eating environment; but also, parents could be influenced by their children's initiative and willingness to eat healthy.

Now, HWF wants you to develop and implement the new education program for a few small communities and scale it up as a state-wide program. You benchmarked "Cooking with Choices" to design your program. You like the program to be participatory and hands-on, just like Cooking with Choices. Yet you want to make sure 1) children "choose to eat" healthy based on a clear understanding of food choices and their impact and 2) parents (care/givers) learn by helping children engage in program activities.

The terminal learning goal is "learners will choose to eat healthy" by recognizing the importance of healthy food choices and accessible resources, analyzing and evaluating food choices, and preparing a healthy meal. As noted, this goal ultimately aims at attitudinal change ("choose to"), but it necessarily builds on cognitive tasks (Check revised Bloom's taxonomy and associated verbs).

Part 2. Build Your Course Structure

1. Read the terminal learning goal and break it down into multiple sub-goals.
2. Choose one sub-goal and make a task inventory as far as you can--break down the sub-goal into tasks, sub-tasks, and sub-sub-tasks, etc. (Check out this video, "Task Analysis Made Easy with Examples.") Don't worry about the quality!
3. Choose three sub-tasks that you can't break down anymore, given the task complexity and the target learner group. And convert those sub-tasks into performance objectives. For each objective, include the learner, performance, condition, and criteria.
4. Now, let's step back and think about an overall instructional approach with the goal/tasks and learner/context analyses in mind. Can you determine a delivery method and an instructional model/approach you want to apply? Accordingly, can you size up the schedule and the number of participants for one program run?