Running head: MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT
Making the Perfect Take-Out at Home Design Document
Maria Toy
IX500-01 - Foundations of Instructional Technology
1
Commented [NS1]: Dear Maria,
Your document demonstrated a clear understanding of a
design document, nice job. You presented an informative
design document for making take out with clear
objectives and a variety of instructional strategies, great
job. You have included all of the 6 sections required; title,
purpose, objectives, assessment, strategies and media.
You have provided a detailed explanation of the media
selection needed for the intended learning activity,
excellent application of material. Be careful with APA
format, you have a minor error.
It has been a pleasure having you in class and I wish you
well in your future endeavors.
Thank you,
Dr. Newman
MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 2

Title Making the Perfect Take-Out At Home

Purpose Making the Perfect Take-Out At Home is a basic

cooking course that teaches individuals everything

they need to know from where to go to buy the

ingredients to how to plate the dish - to make

Chicken and Broccoli, a popular take-out dish, from a

Chinese restaurant. Students will learn how to make Commented [NS2]: Clear purpose

chicken and broccoli dish that tastes delicious and

look appealing. Delicious is defined as highly

pleasing or agreeable to the senses, especially of

taste or smell, and appealing is defined as

attractive; inviting (American Heritage Dictionary,

n.d.a; American Heritage DIctionary, n.d.b).

The target audience for this course is open to

individuals 18 years of age or older who have never

cooked Chinese dishes before.

Objectives By the end of the course, participants will be able to: Commented [NS3]: Well written objectives

Identify all of the ingredients for a chicken

and broccoli dish

Know where to shop for the ingredients

Determine the proportions for 4 servings

Prepare the ingredients (clean, cut, and

marinate)
MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 3

Select the the right tools to use to prepare Commented [NS4]: Typoto many the

the dish

Learn how to cook the dish using the stir-fry

method

Demonstrate what a delicious chicken and

broccoli dish looks and tastes like

Assessment Assessment helps colleges determine whether the

objectives of instructional design plan have been

met (Reiser & Dempsey, 2012). Every assessment Commented [NS5]: Nice application of material for your
document
should be integrated with instruction, present

authentic tasks on which the students demonstrate

their knowledge, understanding, and skill,

evaluate whether or not the criterion was met and

provide formative feedback, and provides tools

to help teachers develop assessments and link them

to the standards (Reiser & Dempsey, 2012, p. 80).

Using the ASSURE Model, I will (1) find out about my Commented [NS6]: You provide great rationale for what
you will be looking at for assessment, nice job.
students prior knowledge, age, and attitude by

using a discussion, (2) explain to my students what

they should learn from the course through a lecture,

(3) select media such as DVDs that would help

achieve the objectives of the course, (4) use a

demonstration to present lessons in an interesting

way, (5) give my students an opportunity to practice

MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 4

what they have learned in class exercises, receive

feedback about their performance from their

instructors, and a chance to demonstrate what they

have learned through exams; and (6) the instructor

will evaluate the course to see what needs to be

changed (Faryadi, 2007).

Strategies The purpose of Instructional strategies is to help

students meet the objectives of the course (Reiser &

Dempsey, 2012). Instructional strategies are

effective when they direct learners attention, help

them make relevant information personally

meaningful, and provide them practice in a variety

of contexts to facilitate transfer (Reiser & Dempsey,

2012, p. 42). To that end, I am proposing the

following strategies: Commented [NS7]: You offer a variety of instructional

strategies and resources to support why they are best
practice
Lectures

Discussions

Videos

Demonstrations

Class exercises

Exams

Media According to the American Heritage Dictionary,

media is defined as: an intervening substance

MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 5

through which something else is transmitted or

carried on (n.d.c). The types of media that exist

vary from a gas stove to DVDs (Hastings & Tracey,

2005).

The media should be selected based on how well

they help carry out the strategies (Hastings &

Tracey, 2005). The debate is, and always has been, Commented [NS8]: Excellent point

about the ability of more than one medium to

support a selected instructional method (Hastings

and Tracey, 2005, p. 30). Studies have shown that

learning differences do not exist among mediums

(Clark, 2012). Though there is a disagreement about

the effectiveness of one medium over another,

there is a consensus that the media should promote

learning. (Hastings & Tracey, 2005). Commented [NS9]: APA citation error, period after
citation only

In order to incorporate media so students will be

able to learn effectively, the cognitive process

(selecting, organizing, and integrating) must be

considered. The appropriate amount should be

promoted without overloading the working memory

of the learner. Due to little prior knowledge, new

learners, who are the target audience of the course,

are more vulnerable to memory overload (Reiser &

Dempsey, 2012).
MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 6

The types of media that have been chosen for this

course include:

Instructor

Ingredients

Kitchen supplies and utensils

Gas stove

DVDs and DVD player

Paper and pen

The media will be used to carry out the strategies:

The lecture will require item 1, the demonstrations

will require items 1 to 4, the discussions will require

item 1, the class exercises will require items 1 to 4,

the videos will require items 4-5, and the exams will

require items 1 and 6.

Lectures and discussions, modes of instruction that

involve verbal communication, have been a popular

form of instruction that has been used in the

classroom for many years. Despite their popularity,

they are not the most effective way to learn (Reiser

& Dempsey, 2012).

Videos and demonstrations promote learning,

because, when visuals are explained by audio,

MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 7

students learn more (Rabinowitz, Blumberg, &

Everson, 2004, p. 317). Due to a humans limited

brain capacity, they should contain only relevant

material, show visuals simultaneously with the

audio, and exclude any additional media such as text

(Rabinowitz et al., 2004). Less is often more, and

leaner media can be more effective for learning

(Reiser & Dempsey, 2012. 318).

Since the objective of the course is for students to

learn how to do something, class exercises are an

appropriate strategy. The act of doing has been

shown to be an effective way for students to learn

something new (Rabinowitz et al., 2004). The Commented [NS10]: Good example

effectiveness of class exercises is due, in part, to a

students ability to receive feedback (Faryadi, 2007).

Using paper and pens, students are given the chance

to demonstrate what they have learned by

answering questions on exams. The exams are

effective, because they enable the instructor to

determine whether students have achieved the

objectives (Faryadi, 2007).

MAKING THE PERFECT TAKE-OUT AT HOME DESIGN DOCUMENT 8

References Commented [NS11]: You have several good resources to

support your document, nice work
American Heritage Dictionary. (n.d.a). Appealing. American Heritage Dictionary. Retrieved

from http://ahdictionary.com/word/search.html?q=appealing

American Heritage Dictionary. (n.d.b). Delicious. American Heritage Dictionary. Retrieved

from http://ahdictionary.com/word/search.html?q=delicious

American Heritage Dictionary. (n.d.c). Media. American Heritage Dictionary. Retrieved from

http://ahdictionary.com/word/search.html?q=media

Clark, R. E. (2012). Learning from media: Arguments, analysis, and evidence. Charlotte, NC:

Information Age Publishers.

Faryadi, Q. (2007). Instructional design models: What a revolution! Retrieved from Education
Resources Information Center (ERIC):
http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED495711

Hastings, N. B., & Tracey, M. W. (2005). Does media affect learning: Where are we now?

Techtrends: Linking Research and Practice to Improve Learning, 49(2), 2830.

Rabinowitz, M., Blumberg, F., & Everson, H. (2004). The design of instruction and evaluation:

Affordances of using media and technology. Mahwah, NJ: Lawrence Erlbaum Associates.

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and

technology (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.