Transcript of Wine & food pairing
- 1. WineandFoodPairing ImplementationPlan ReneeKowalchik
May2013
- 2. 1 WineandFoodPairing-ImplementationPlan
ModuleOverviewandDescription:
Thisinstructionalmoduleisdesignedtoteachstoreclerksatawineretailerhowtohelp
customerschooseawinetopairwithameal.Thismodulewillnotmaketheclerksexpertwine
sommeliers,butwillgivethelearnersthetoolstomakesomegeneralsuggestionstohelpcustomers.
Becauseofthecomplexityofwinetastingandpairinginadditiontothetimelimit,thismodulewillfocus
onlearnerswhohaveatleastageneralknowledgeofwinetypesandthecharacteristicsusedtodescribe
wine. LearnerAnalysis:
First,thelearnersforthismodulewillallbeadults.Becausethisemployeetrainingdealswithan
alcoholicbeverage,theagerestrictionsimposedbythegovernmentwillonlyallowemployeesoverthe
ageoftwenty-one.Knowingthatallofthelearnerswillbeadultsgivesthedesignerssomedirectionfor
structuringthetraining.AccordingtoKnowles,asdescribedbyMarkSmithinhisarticle,adultlearners
areself-directed,haveincreasedbackgroundandlifeexperiences,andaremotivatedandreadytolearn
(Smith,2002).Thesecharacteristicsmayapplyinthedesignofthismodulefirstbyrequiringthetraining
tobeflexibletoincreasethelearnerscontroltoworkwiththeirself-directednature.Inaddition,itis
likelytheadultlearnerswillappreciatetheconnectionstolifeexperiencesandthedirectrelationshipto
theirjobasasalespersonforthewineretailer.
Anothergeneralizationthatcanbemadeistheminimumacademiclevelofthelearners.Duetothe
natureofthejob,theemployeronlyhiresindividualswithatleastahighschooldiplomaandsome
experienceinaretailsetting.Becauseoftheserequirements,thelearnersallreadataminimumofan
eighthgradereadinglevelandhavesomeexperienceusingcomputers.Thesecharacteristicsarea
considerationwhendesigninginstructiontoinsurethatthetextisreadableforthelearnerand
multimediaisaccessibleusingacomputer.
Thecharacteristicsoftheactuallearnersparticipatinginthismodulearesimilartoeachother.
Theyaresummarizedinthetablebelow.Itissuggestedinthetextthatinstructionbedesignedsothatit
isslightlymorechallengingthanwouldbeexpectedfortheaveragelearnertoaccomplish.Inthisway,
supplementsorstrategiesincoursestructuremaybeavailableforthoselearnerswhoarestruggling,but
themajorityoflearnersarechallengedandengaged(Morrison,Ross,Kalman,&Kemp,2011).
Audience Retailstoreclerks GeneralLearner Characteristics
Age:40-60+ Gender:Females Education:Graduatedegree
WorkExperience:1-30years EthnicityWhite Prerequisites
Allarefamiliarwithgeneraltypesofwine
Allarefamiliarwithdifferenttypesoffoods PriorExperience
Allhaveexperiencewithcustomerservice
Allarecasualwinedrinkerswhounderstandthecharacteristics
usedtodescribewine AttitudeandMotivation
Beingonlycasualwinedrinkers,theseparticipanthavelittle
experiencepairingfoodandwine
Allparticipantsarewillingtolearnmoreaboutwine/foodpairing
- 3. 2 InstructionalContext:
Thelearnersinthismoduleareallcasualwinedrinkers.Theyknowthenamesandsomegeneral
characteristicsofdifferenttypesofwine.Theyalsohaveabasicknowledgeoffoodandfoodpreparation.
Theseprerequisiteskillsandknowledgewillbeusedtohelpthelearnerunderstandwhycertainwines
pairwellwithspecificfoods.Beingabletosuccessfullypairwineandfoodwillhelpthestoreclerks
improvecustomerservice,butwillalsobebeneficialintheirpersonallivesasallofthemdrinkwineat
leastoccasionally.Learnersbuildpersonalinterpretationsoftheworldbasedonindividualexperiences
andinteractions.(Ertmer,Newby1993)FromAdultlearning,learningoccursthroughindependent
actionofthelearner,whenlifeexperiencecanbeusedasaresourceforlearning,whenlearningneeds
arecloselyalignedtosocialroles,isproblemcenteredandismotivatedbyinternalfactors.(Conlan,
Grabowski,&Smith,2003)Keepingthesepointsinmind,theinstructionfocusedonbuildingonthe
learnerspriorknowledge,ondevelopingtheirinterestinlearningaboutwineandfoodpairing,andon
improvingtheirabilitytohelpcustomers.
Theinstructionalmodulewillbeablendedformat,someoftheinformationispresentedtoeach
individualinamultimediaformatviacomputerandotherpartsrequireindividualandlargegroup
instructionbyafacilitator.Accesstocomputers,wirelessinternet,writingimplementsfortakingnotes,
andalargeworkspaceonwhichtoplaceseveralwineglasses,fooddishes,andutensilsisrequired.Each
participantwillneedaParticipantGuidewhichshouldbeprintedinadvance.Astove,oven,and
refrigeratorareallrequiredforfoodandwinestorageandfoodpreparation.Samplesofvariousfoods
andwinedescribedlaterinthismodulearerequiredforeachparticipant.Thefoodschosenarethose
thatcanbefoundeasilypre-madeinmostgrocerystores.Thiswillkeeppreparationtoaminimum.
UnitGoalsandInstructionalObjectives:
Therearethreegoalsforthisinstructionalmodule: 1.
Explaintherulesforpairingwineandfood 2.
Matchfoodwithanappropriatewine 3.
Helpapotentialcustomerchooseawinethatwillpairwellwiththeirmeal
Inorderforthesegoalstobemet,thefollowinglearningobjectivesmustbecompleted:
1.
Identifywineandfoodcharacteristicsthataffectthepairingrelationship
2. Listtherulesforpairingwineandfood 3.
Groupwineandfoodbasedontheirdominantcharacteristics 4.
Makeappropriateconnectionsbetweenwineandfoodbasedontheircharacteristics
5. Suggestappropriatewineusingcustomerinput
InstructionalStrategies: IntroductionbyFacilitator(5minutes)
Handoutlearnerpacket.Referlearnerstothewineguideonpage2thatsummarizesthe
characteristicsofsomepopulartypesofwine.Notethatthewinesusedinthismoduleare
highlighted.
MultimediaPresentationRulesforWineandFoodPairing(10minutes)
Inthisinteractive,multimediapresentation,thelearnerswillbeintroducedtotherulesforhowto
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successfullypairwineandfood.Thispartoftheinstructionwillbecomputer-basedwitha
graphicorganizerlocatedinthelearnerpacketonwhichparticipantscantakenotes.Itwillend
withashortquiztocheckforunderstanding.
WineandFoodPairing(35minutes)
Theparticipantswillreceivesamplesofwineandfoodtotesttherulesforthemselves.Directions
forthisactivityareinthelearnerpacketalongwithaplacefortheparticipantstotakenotesif
theyshouldsochoose.Therewillalsobeanopportunitytotrysomeofthewineswithfoodsthat
donotpairwell. PuttingitAllTogether(10minutes)
Theparticipantswillcompleteafinalmultimediaactivitytoreviewthepairingrules,andto
practicehelpingcustomerschooseanappropriatewine.Thisisintheformancomputer-based
quiztoassesshowwellthelearnercanpairwineandfood.
LearnerAssessmentStrategies:
Theoverallgoalintrainingandeducationalsettingsistodeterminestudentsuccessinlearning.
(Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011).Formativeassessmentofthelearnerwill
takeplacethroughoutthemoduleasthefacilitatorinteractswiththelearners.Askingthelearner
questionsandgaugingtheirunderstandingthroughone-on-onediscussionsisaquickandeasywayto
determinelearnerprogress.Thiscanbedoneatallstagesofthemoduleforallofthelearninggoalsand
objectives.Thereisalsoashortquizattheendoftheinteractivemultimediapresentationontherulesof
pairing.Thisquizwillallowthefacilitatortodeterminewhoisreadytomoveontotheactualtastingof
thefoodandwinepairs.Thequizwillfocusontherulesforpairingwineandfood,whichisalignedwith
thefirstgoalofthismoduleExplaintherulesforpairingwineandfood.Theobjectivesthatsupport
thisgoalandaretestedinthisassessmentareidentifyingwineandfoodcharacteristicsthataffect
pairing,listingtherulesforpairing,andgroupingthefoodandwinebasedontheircharacteristics.
Wewillusesummativeevaluationasitisdirectedtowardmeasuringthedegreetowhichthe
majoroutcomesareattained.(Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011)Summative
assessmentwilltakeplaceinthelastsectionofthemodulewhenthelearnercompletestheinteractive
assessmenttoreviewtherulesandsuggestwinepairingstoafictitiouscustomer.Usinginformation
providedbyacustomer,thelearnerwillneedtogiveapossiblewineparingthatwillcomplementthe
description.Inthisway,thelearnerwillshowthattheyareabletosuccessfullyhelpcustomers.This
assessmentmeasurestheleveltowhichlearnershavemetthesecondandthirdgoalsstatedearlier,
MatchfoodwithanappropriatewineandHelpapotentialcustomerchooseawinethatwillpairwell
withtheirmeal.
Thelearnerswillalsocompleteashortsurvey.Thissurveywillincludequestionsaboutwhether
ornottheyenjoyedthelesson,iftheywouldlikemoreinformationonthetopic,andwhattheythoughtof
thecourseitself.Whilethesequestionsarenotdirectlyrelatedtothegoalsofthecourse,theevaluation
willhelptodeterminewhetherornotthelearnersthoughtthatthelessonwasbeneficial,andifthereare
changesthatmightneedtobeconsideredifthelessonweretobeusedagain.
SummaryofModifications:
Themajormodificationmadewasfocusingthegoalsandobjectivesonwineandfoodpairingonly.
Becausethelearnersallhaveageneralknowledgeofwine,thereisnoneedtoinstructonthe
characteristicsofwineandwinetasting.Thiswillalsosolvetheproblemofthemodulebeingtoolong.
Theoriginalplanhadexpectedawidevarietyoflearnercharacteristicsandwasdesignedbasedonthe
largerangeofpriorknowledgeavariedgroupcouldbeexpectedtohave.Becausetheactuallearnersfor
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thismodulehaveverysimilarcharacteristicsandalargeamountofpriorknowledgeaboutwineand
food,theinstructionalmaterialscouldbetailoredtothatlevel.Thelearningrelatedschemesuggests
waystosequencecontentbasedonlearnercharacteristicsidentifiedinthelearneranalysis.Thisscheme
considersdifficultyofmaterial,itsappealorinteresttothelearner,prerequisiteinformationandthe
learnerscognitivedevelopment.(Morrison,G.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011)Becausethe
learnersareverysimilar,itwasmucheasiertofocusontheirstrengthsanddeficiencieswhendesigning
theinstruction.Theinstructionalmaterialswererevisedwiththisfocus,andnowincludecomputer-
basedsegmentsinadditiontofacilitatorledinstruction.
Theothermajormodificationdealswiththelevelofproficiencyexpectedasaresultofthe
instruction.Becauseofthecomplexityofthetopicandthelimitedamountoftime,theprocessoffoodand
winepairingwassimplifiedasmuchaspossible.Thetypesofwineusedinthemodulewerelimitedto
justfiveverycommonandversatilevarietals,sothatwhilethelearnerwillnotbeanexpert,theywillbe
abletomakesomegeneralpairingsthatwillhelpthecustomers.Inaddition,thefoodschosentodothe
tastingportionofthelessonarethosethatcanbepurchasedpre-madeandstoredandheatedquicklyand
easily.Thisshouldreducethetimenecessaryforthelesson,butstillgivethelearnerenoughexperience
tofeelmorecomfortablehelpingcustomersselectwine.
- 6. 5 REFERENCES
Conlan,J.,Grabowski,S.,&Smith.(2003).AdultLearning.Emergingperspectivesonlearning,teaching
andtechnology.http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Ertmer,P.A.andNewby,T.J.(1993).Behaviorism,Cognitivism,Constructivism:Comparingcritical
featuresfromanInstructionalDesignperspective.PerformanceImprovementQuarterly,6(4),50-72.
Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.(2011).DesigningEffectiveInstruction(6thed.).
Hoboken,NJ:JohnWileyandSons.
Smith,M.K.(2002).MalcolmKnowles,informaladulteducation,self-directionandandragogy.The
encyclopediaofinformaleducation.Retrievedfromhttp://www.infed.org/thinkers/et-
knowl.htm#andragogy
- 7. WineandFood Pairing ParticipantGuide
- 8. 1 WineGuide
Usethisguideasareferenceasyouidentifythecharacteristicsofwinethataffectthepairing
relationship.Thewineswewillbeusinginthislessonarethosethatarehighlighted.
Full-Bodied,RichWines:
CabernetSauvignon:(Red)Full-flavored,fruity,somewhattannicwine.Traditionalwineforformal
dinners,workswellwithrichbeefdishes,wildgame,andheavysauces.
Merlot:(Red)SofterandwithlesstanninsthanCab(above),butstillfull-flavored.Veryversatileworks
withmostredmeats,mushroomsauces,andotherstrong,richflavors.
Medium-Bodied,FruityWines:
Chianti:(Red)Elegant,mediumflavorwithhighacidity.Workswellwithacidicfoodsliketomatoes.
Chardonnay:(White)Rich,full-flavoredwine.Veryversatileandpairswellwithfoodsthatarefullof
flavorandcomplex.
Gewurztraminer:(White)Full,rich,andexoticallyflavored.Sometimesdescribedasspicy.Becauseof
thisisworkswellwithfoodsthatarespicyandflavorful.
Light-Bodied,CrispWines:
SauvignonBlanc:(White)Light-flavoredandcrisp,oftendescribedasChardonnayslightercousin.
Workswellwithdelicatelyflavoredfoodsoracidicdishes.
PinotGrigio:(White)Lightwithcitrusyflavor.Workswellwithlean,simpledishes.
Medium-Bodied,SweetWines:
WhiteZinfandel:(White)Fullflavoredwithspicyundertonesandsignificanttannins.Workswellwith
full-flavoredandspicydishes. Light-Bodied,SweetWines:
Reisling:(White)Fruitywineswithcrispfinish.Workswellwithrichflavorsandspicysauces.
Informationobtainedfromthefollowingwebsites:
http://foodandwinepairing.org http://sutterhome.com
- 9. 2 Notes:RulesofWineandFoodPairing
#1Rule:____________________________________________________________________
Guideline Explanation Examples
- 10. 3 DirectionsforTastingFoodandWinePairs
Inthissectionofthelesson,youwilltastedifferentwinesandfoodstogethersothatyoucanexperience
firsthandthedifferentfoodandwinepairsthatfollowtheguidelinesyoujustlearned.
TastingProcess: 1.
Collectthesamplesofwine.Thereare5differentwinesyouwilltaste;theyarelistedinthechart
onthenextpage. 2.
Obtainasmallsampleofthefirstfoodtopair.Locatethewinethatwillpairwellaccordingtothe
guidelines. 3.
Tastethewinefirstallowingthewinetocoatyourtongueandmouth.Thentastethefood,
followedbyanothersipofwine.Ifyouwouldliketotakenotesonyourexperience,youmaydoso
onthechartprovidedoronthebackofthepaperifmoreroomisneeded. 4.
Cleanseyourpalatebyeatinganoystercrackeranddrinkingsomewater. 5.
Chooseanotherwinefromthegrouptopairwiththefoodyoujusttastedandrepeatsteps3and4.
6.
Considerthefollowingquestions:Doyoulikethefirstorsecondcombinationbetter?Didyou
expectthepairtoworkwhyorwhynot?Again,youmaytakenotesifyouchoosetodoso.
7.
Repeatsteps3-6foreachofthedifferentfoodsandwinesyouwouldliketotaste.Youneednot
tasteeveryfoodorwine,ifthereissomethingyoudonotcareforyoumayskipit.
8.
Whenyouhavetastedallofthepairsyouwouldliketoexperience,youmaydisposeofany
leftoversandmoveontothelastsectionofthelessononthecomputer.
- 11. 4 Notes:TastingWineandFoodPairs
Usethischarttomakenotesaboutyourtastingexperience.Thosecombinationsmarkedwithastarare
thosethatexemplifythepairingguidelinesjustpresented.Inadditiontotastingthose,trysomeofyour
owncombinationstotestoneormoreoftheguidelines. WhiteWines RedWines
Reisling Sauvignon Blanc Chardonnay Merlot Chianti GrilledBeef
PorkBBQ PorkRoast FriedChicken ChickenTacos Shrimpwith
CocktailSauce Lemon-Butter Tilapia PastaAlfredo Lasagna
- 12. WineandFoodPairing EvaluationPlan ReneeKowalchik
May2013
- 13. WineandFoodPairingEvaluationPlan EvaluationProcess
Theoverallgoalintrainingandeducationalsettingsistodeterminestudentsuccessinlearning.
(Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011).Formativeassessmentofthelearnerwill
takeplacethroughoutthemoduleasthefacilitatorinteractswiththelearners.Askingthelearner
questionsandgaugingtheirunderstandingthroughone-on-onediscussionsisaquickandeasywayto
determinelearnerprogress.Thiscanbedoneatallstagesofthemoduleforallofthelearninggoalsand
objectives.Thereisalsoashortquizattheendoftheinteractivemultimediapresentationontherulesof
pairing.Thisquizwillallowthefacilitatortodeterminewhoisreadytomoveontotheactualtastingof
thefoodandwinepairs.Thequizwillfocusontherulesforpairingwineandfood,whichisalignedwith
thefirstgoalofthismoduleExplaintherulesforpairingwineandfood.Theobjectivesthatsupport
thisgoalandaretestedinthisassessmentareidentifyingwineandfoodcharacteristicsthataffect
pairing,listingtherulesforpairing,andgroupingthefoodandwinebasedontheircharacteristics.
Wewillusesummativeevaluationasitisdirectedtowardmeasuringthedegreetowhichthe
majoroutcomesareattained.(Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.2011)Summative
assessmentwilltakeplaceinthelastsectionofthemodulewhenthelearnercompletestheinteractive
assessmenttoreviewtherulesandsuggestwinepairingstoafictitiouscustomer.Usinginformation
providedbyacustomer,thelearnerwillneedtogiveapossiblewineparingthatwillcomplementthe
description.Inthisway,thelearnerwillshowthattheyareabletosuccessfullyhelpcustomers.This
assessmentmeasurestheleveltowhichlearnershavemetthesecondandthirdgoalsstatedearlier,
MatchfoodwithanappropriatewineandHelpapotentialcustomerchooseawinethatwillpairwell
withtheirmeal.
Thelearnerswillalsocompleteashortsurvey.Thissurveywillincludequestionsaboutwhether
ornottheyenjoyedthelesson,iftheywouldlikemoreinformationonthetopic,andwhattheythoughtof
thecourseitself.Whilethesequestionsarenotdirectlyrelatedtothegoalsofthecourse,theevaluation
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willhelptodeterminewhetherornotthelearnersthoughtthatthelessonwasbeneficial,andifthereare
changesthatmightneedtobeconsideredifthelessonweretobeusedagain.
AlignmenttotheFiveLevelsofEvaluation
Kirkpatricksfirstlevelofevaluationdealswiththelearnersreactionstothetraining.Thislevelof
evaluationwillbeachievedthroughtheuseoftheendofcoursesurvey.Thesurveyincludesbothrating
scalesandaplaceforcommentstogatherinformationtodeterminenotjustdidtheylikeit?butwhat
partscouldhavebeenimproved.Inthearticle,LevelsofEvaluation:BeyondKirkpatrick,theauthors
suggestthatlevel1oftheevaluationprocessshouldbeexpandedtoincludethevaluationofresources.
(Kauffman&Keller,1994,p.377)Questionsspecifictotheusefulnessofthematerialsareincludedinthe
surveyaswell.
Level2oftheevaluationprocessdetermineswhetherornottheparticipantshavelearnedthe
materialthatwaspresented.Therearetwoshortquizzesthatwillaccomplishthisleveloftheevaluation.
ThefirstisattheendoftheRulesforWineandFoodPairingpartofthelesson,andthesecondisatthe
veryendofthelesson.Thesesimplequizzesassesswhethertheparticipantknowstherulesforwineand
foodpairingandiftheparticipantscanusewhattheyhavelearnedtosuggestwinetosomeoneelse.
Inthethirdleveloftheevaluationprocess,wearemeasuringthetransferoflearning.Thisis
accomplishedthroughthesummativeassessmentattheendofthelesson.Inordertosuggestawine,the
learnermustknowtherulesandbeabletoapplythemtospecific,variedsituations.Thequestionsatthe
endofthemodulearewrittentoassesswhetherornotthelearnercantransfertheknowledgeand
experiencestheygainedinthelessontoareal-worldsituation.Ifthiswerebeingdoneinarealwine
shop,thisassessmentcouldbeextendedtoobservingtheparticipantswithactualcustomerstoseeif
theyareabletomakeappropriatesuggestionsforwine/foodpairing.Thiswouldgivemorereliabledata
abouttransfer,butisnotpossibleforthisproject.
Thelevelfourandfiveoftheevaluationprocessarenotaddressedinthisproject.Ifthiswerean
actuallessonforarealwineshop,thenthesetwostepswouldneedtobeincluded.Forlevelfour,the
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assessmentoftheresultscouldbemeasuredthroughobservation,asdescribedabove.Inadditionto
observingtheparticipantsworkingdirectlywithcustomers,datacouldbecollectedthroughcustomer
satisfactioncommentsandsurveys.Hopefully,asaresultofthistraining,customersatisfactionwould
increaseduetotheabilityofthesalesclerkstobetteranswerthemostcommonquestionofhowtopair
foodandwine.Inlevelfive,thereturnoninvestmentisassessed.Thiscouldbeaccomplishedby
comparingwinesalesbeforeandafterthetraining,bothvolumeofsalesandreturningcustomers.Sales
shouldincreaseduetothefactthattheclerkscannowsuggestwinestothecustomers,andifitisdone
correctly,theirpositiveexperiencescouldbringcustomersbackformorewine.
AlignmentofUnitGoalstotheevaluationprocess
Goal#1ExplaintherulesforpairingwineandfoodThisgoalisevaluatedattheendofthe
computermoduleRulesforWineandFoodPairingusingashortmultiplechoicequiz.
Goal#2MatchfoodwithanappropriatewineThisgoalisevaluatedattheendofthelessonusing
ashortquizofmultiplechoicequestionsaboutspecificscenariosthatwouldbeexamplesofreal-
worldsituations.Observationsanddiscussionswiththefacilitatorcanalsobeusedasaless
formalmeasuretodetermineiftheparticipantshavereachedthisgoal.
Goal#3HelpapotentialcustomerchooseawinethatwillpairwellwiththeirmealThisgoalis
evaluatedinconjunctionwithgoal#2inthequizattheendofthelesson
Overallsatisfactionwiththelessonismeasuredthroughananonymoussurveyattheendofthe
lesson. EvaluationToolsandMaterials
Therearethreeevaluationmaterialsusedinthislesson,twoquizzesandasurvey.Thefirstquiz
isattheendoftherulessectionofthelesson.Havingtheassessmentdoneimmediatelyfollowingthe
instructionsavedtimeandalsothenusestheassessmentasreinforcementofwhatistaught.Theendof
coursequizisashort,multiple-choicequiz.Thequestionswerecreatedtomimicthetypesof
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conversationstheclerksarelikelytohavewithcustomersinthestore.Inthisway,theassessmentcan
determinethelikelihoodthattheparticipantswillbeabletohelpcustomerswiththeirwineselections.
Finally,theendofcoursesurveywilldeterminetheparticipantssatisfactionwiththelessonandgive
themtheopportunitytooffersuggestionsforimprovementofthelesson.Aratingscalewasusedto
simplifytheprocessfortheparticipants,butthereisanareaforthelearnerstocommentontheir
experience. Summaryofmodifications
Themodificationsweremadebasedonthechangestothegoalsofthemodule.Becausethegoals
changedrathersignificantlyfromtheoriginalproject,itwasnecessarytochangetheevaluationmethods
aswell.Timewasanothersignificantconcern,andinordertokeepthewholeprocessunderanhour,the
assessmentsusedhadtobeshortandcompletedquickly.Thiswasaccomplishedusingmultiple-choice
questionsinamultimediaformat.Itgivesenoughdatatoevaluatethelearning,butusesminimaltimeto
gathertheinformation.
- 17. References Kauffman, R., & Keller, J. M. (1994). Levels
of evaluation: Beyond Kirkpatrick. Human Resource Development
Quarterly, 5, 371-380. Retrieved from www.ahrd.org
Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.(2011).DesigningEffectiveInstruction(6thed.).
Hoboken,NJ:JohnWileyandSons. Simonson, M. (2007). Evaluation and
distance education: Five steps. The Quarterly Review of Distance
Education, 8, vii-ix. Retrieved from www.infoagepub.com
- 18. WineandFood Pairing Implementation and
EvaluationReport
- 19. ImplementationandEvaluationReport
ModuleOverviewandDescription:
Thisinstructionalmoduleisdesignedtoteachstoreclerksatawineretailerhowtohelp
customerschooseawinetopairwithameal.Thismodulewillnotmaketheclerksexpertwine
sommeliers,butwillgivethelearnersthetoolstomakesomegeneralsuggestionstohelpcustomers.
Becauseofthecomplexityofwinetastingandpairinginadditiontothetimelimit,thismodulewillfocus
onlearnerswhohaveatleastageneralknowledgeofwinetypesandthecharacteristicsusedtodescribe
wine. DescriptionofImplementation:
Asthelearnersarrived,eachwasgiveninstructionsforaccessingthewirelessnetworkand
loggingontothecourseandacopyoftheParticipantGuidecontainingnecessaryhandouts.Thelearners
proceededtoattemptthetaskofaccessingthewireless,howeveralower-caseletterwherethereshould
havebeenacapitalinthepasswordinitiallypreventedaccess.Theerrorwasfoundquickly,andeveryone
wasthenabletoaccessthewirelessnetworkandlogontothecourse.Asthelearnerswaitedforeveryone
tologon,theyperusedtheParticipantGuidetofamiliarizethemselveswiththecoursematerials.
Onceeveryonewasready,thelearnersbeganthefirstsection,theRulesforWineandFoodPairing
instructionalmodule.Thelearnerswereabletotakenotesandreadthroughthematerialsinthefirst
modulewithoutanyproblemsandweresuccessfulatansweringthequestionsattheendofthemodule.
Theonlyissuewassomeconfusionattheendoftheonlinemodule,eventhoughthedirectionsclearly
indicatedthatthelearnershouldmovetothefood/winetastingarea,becausethenextbuttononthe
screenwasstillactive.Thefacilitatorwasabletoeasethetransitionfromonetotheotherwithsome
verbaldirection.
Thewine/foodtastingalsowentverysmoothly.Theparticipantsgatheredthewinesandfood
theywantedtosampleandproceededtousethehand-outintheParticipantGuidetotakenotesontheir
reactions.Therewassomeexcellentdiscussionabouttherulesandwhetherornottheexpectationsof
goodorbadpairingswereaccurate.ManyoftheparticipantsalsorealizedthatRule#1Drinkwhatyou
like!reallyisthemostimportantconsiderationwhenpairingwine.Theimportanceofthissectionwas
obviousasthelearnerswereabletoexperienceforthemselveswhatworkedandwhatdidnt.Learners
buildpersonalinterpretationsoftheworldbasedonindividualexperiencesandinteractions.(Ertmer,
Newby1993)FromAdultlearning,learningoccursthroughindependentactionofthelearner,whenlife
experiencecanbeusedasaresourceforlearning,whenlearningneedsarecloselyalignedtosocialroles,
isproblemcenteredandismotivatedbyinternalfactors.(Conlan,Grabowski,&Smith,2003).The
learnershadtoberemindedofthetimeconstraints,andthefacilitatorhadtoencouragethemtomoveon
tothenextsection.Manyofthelearnerswantedtocontinuetotestcombinationsoffoodandwine.To
keeptothetimelimitandstillallowthosewhowantedtocontinuetheopportunitytodoso,everyone
wasaskedtomoveontotheassessment,butgiventheoptiontoreturntocontinuetastingiftheywanted
todoso.
Thelastpartofthemodulewasanonlineassessmentinwhichthelearnersweretestedwith
scenariossimilartothosetheymightencounterintheday-to-dayjobasstoreclerks.Themultiple-choice
questionswereansweredwithanaverageof92%,thehighestscorewas100%andthelowestscorewas
an80%.Beforethelearnerslefttheycompletedacourseevaluation.Theresultswereverypositive,with
afewhelpfulsuggestionsforfutureimplementation.
Overall,theimplementationwassuccessful.Theonechallengewasthetimelimit.Anhourisreally
notenoughtoallowthelearnerstotastethedifferentcombinationsoffoodandwineandtograspthe
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differentpairingrelationships.Inthisimplementation,thetimewaslimitedfortasting,howeverthose
learnerswhowantedtodomorecombinationswereabletodosoafterthecompletionofthemodule.
AnalysisofEvaluationData:
Thelearnerscompletedtwoassessments,oneduringandoneattheendoftheinstructional
module.Inaddition,theycompletedacourseevaluationattheendofthemodule.Thedatafromthe
assessmentsclearlyshowedthatthelearnerswereabletoreliablyrecommendanappropriatewinefora
specificfood.Theaveragefinalassessmentscorewas92%,witharangefromalowof80%toahighof
100%.Thosewhoscoredinthe80-90%rangefeltthatthetimefortheinstructionwastooshort,as
indicatedonthecourseevaluation.Thefollowinggraphshowstheindividualscoresandtheirratingof
thecourselength.
Becausetheonlynegativecommentsontheevaluationhadtodowiththelengthoftime,the
relationshipbetweenthisconcernandthefinalassessmentscoresmaybeimportant.Thereseemstobea
pattern,thosewhoscoredlowerfelttheyneededmoretimetolearntheinformation.Becausethesample
sizeissmall,thisrelationshipmayjustbeacoincidence.However,itshouldbemonitoredinfuture
FinalAssessmentScore Ratingof1to5onevaluationquestion,"Length
oflessonwassufdicienttocoverallmaterial." Learner1 90 3 Learner2 80
3 Learner3 100 5 Learner4 100 5 Learner5 90 4 90 3 80 3 100 5 100 5
90 4 0 20 40 60 80 100 120 EvaluationData Learner1 Learner2
Learner3 Learner4 Learner5
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implementationstoseeifthisrelationshipremainssothatadjustmentsmaybemadeifitdoescontinue.
Simplyaddingsomeextratimecouldhaveasignificanteffectonthelearninginthiscase.
ProposedRevisionsandKeyPoints:
Thefollowingisalistofrevisions,somethathavebeenmadeandothersthatareproposedfor
futureimplementationsofthismodule.Acompletereviewoftheitemsonthislistwithexplanationmay
befoundhere. o CorrectedatypographicalerrorontheRulesmodule o
MadetheNextbuttoninactiveonthelastpageoftheinteractivemodules o
Addedafileofprintablelabelsforthewinecupsandahand-outoflog-ininstructions
o Couldhavesavedsometimepre-platingfoodandpre-pouringwine o
Allotmoretimetothemoduleincreasetimefrom1hourto1.5hours.
- 22. REFERENCES
Conlan,J.,Grabowski,S.,&Smith.(2003).AdultLearning.Emergingperspectivesonlearning,teaching
andtechnology.http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Ertmer,P.A.andNewby,T.J.(1993).Behaviorism,Cognitivism,Constructivism:Comparingcritical
featuresfromanInstructionalDesignperspective.PerformanceImprovementQuarterly,6(4),50-72.
Morrison,G.R.,Ross,S.M.,Kalman,H.K.,&Kemp,J.E.(2011).DesigningEffectiveInstruction(6thed.).
Hoboken,NJ:JohnWileyandSons.
Smith,M.K.(2002).MalcolmKnowles,informaladulteducation,self-directionandandragogy.The
encyclopediaofinformaleducation.Retrievedfromhttp://www.infed.org/thinkers/et-
knowl.htm#andragogy