E-Learning Videos (nutrition major)
Topic: Nutrition-specific vocabulary
Introduce dietetic- and nutrition-specific vocabulary tailored to students’ future profession and to their degree requirements.
Make this material contextualized, authentic, and relevant.
To contextualize the material, I devised a professional scenario in which the student might realistically engage post-study: an international nutrition education project funded by Nutrition International, a non-profit organization. To ensure coherence, I extended the scenario across three consecutive modules.
To maximize interactivity and engagement, I presented the material through problem-solving missions: Module 1 asks the student to collaborate with colleagues during an international nutrition conference. Module 2 asks students to help hospital clinicians make a nutrition-centered patient diagnosis. Module 3 asks students to participate in the design of a nutrition education campaign focusing on issues they encountered in the first two scenarios.
The program has not yet launched. However, initial evaluations of the module included the following accolades:
- Modules were classified as “excellent” by the subject matter expert evaluator. SME indicated that she took the initiative to indicate, unprompted, the quality of the modules to the project manager.
- Modules were characterized as “super,” “very good,” and “top,” by the program manager, citing in particular the immersive nature of the modules and the professional relevance of scenarios and problems.
Below you will find two videos from Module 2, on nutrition-specific scientific vs. lay vocabulary. The module takes the form of a problem-solving scenario, in which the student is called upon to aid hospital clinicians with a patient diagnosis.
Included are a couple of sample slides from the accompanying presentation, and the lesson map, which shows the role of these media in the overall module.
Video 1: Introducing Role-Play Scenario
Introduces the grant project scenario. Its goal is to make the student envision himself participating in every aspect of the scenario as a real professional nutritionist, as well as to provide continuity across modules.
Transitions between video scenes are sometimes purposefully slow, to allow time for comprehension in a foreign language.
Video 2: Participating in a Clinical Diagnosis – Case Study
This video opens the module on scientific vs. lay terminology. It corresponds to Mission 2 of the student’s grant project scenario: to aid hospital clinicians in diagnosing a patient.
Critical thinking skills are engaged through inductive presentation of vocabulary, via a case study. Linguistic and cultural accuracy is assured through the use of an authentic source: Kim Rose, an American registered dietician.
The video is followed by an interactive presentation that guides students through the process of diagnosis while highlighting vocabulary; excerpts below.