EdTech 503 ID Project 2 Fall 2009

1. Erin C. Markus
EDTECH 503 (Fall 2009)
Instructional Design Project #2
Submitted to: Dr. Ross Perkins
December 8, 2009
Project Title: Nutrition for Sports & Recovery for Student-Athletes

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Table of Contents
Reflection Paper 3
Part 1: Topic -
Part 1a: Goal 5
Part 1b: Audience 5
Part 1c: Rationale 5
Part 2: Analysis Report -
Part 2a.1: Learning Context 7
Part 2a.2: Transfer Context 7
Part 2b: Description of the Learners 8
Part 3: Planning -
Part 3a: List of Learning Objectives 10
Part 3b: Objectives Matrix Table 11
Part 3c: ARCS Table 12
Part 4: Instructor Guide -
Part 4a: Course Materials 14
Part 4b: Computer Requirements 14
Part 4c: Duration of the course 15
Part 4d: Instructions for the facilitator 15
Part 4e: Flowchart for Course 16
Part 5: Learning Materials -
Part 5a: Learning materials 17
Part 5b: Formative and/or Summative assessment materials 17
Part 5c: Technology tool rationale. 18
Part 6: Formative Evaluation Plan -
Part 6a: Expert Review 19
Part 6b: One-to-one evaluation 19
Part 6c: Small group evaluation 20
Part 6d: Field trial 20
Part 7: Formative Evaluation Report -
Part 7a: Evaluation survey or rubric 21
Part 7b: Report of expert review 21
Part 7c: Comments on suggested changes 24
Part 8: AECT Standards Grid 25
Appendix 31
References 36

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Synthesis Reflection Paper
If I were to describe instructional design metaphorically, I would compare it to the
human body. The human body is a complex system of organs and organ systems that
all interact with each other in some way. This can be compared to the way that
teachers and students are their own beings, or systems, and they have a need to
interact with each other for successful learning. The design process, like the human
body, is dependent on all of its organs functioning together to reach a desired
outcome…life and the ability to sustain it. Without all the aspects of design being
successful, the lesson would be lifeless or non-sustainable.
In recognizing the interconnectedness and interdependencies of the parts and
systems within the human body and instructional design, one might be reminded of a
doctor as the designer of preventative medicine. A doctor needs to fully understand the
inner workings of the human body in order to diagnose a problem and present a solution
for the patient. The designer, as the doctor, has the ability to see the details of a
learning need and develop and implement the final proposed educational lesson or tool,
thus meeting the needs of the patient. Indeed, my background in human physiology has
led me to embrace this approach to instructional design because I recognize that
systematic design provides enough rigidity for structure and support while maintaining
flexibility to grow or improve through evaluative and preventative measures, much like
the bone and muscle structures of the body.
From the moment a need is recognized and analyzed by the designer, or doctor,
the process to create a solution to the problem begins. Like a doctor would consider
certain factors to a problem, such as medial history, medications taken, environmental
influence, and family genetics, there are many complex factors to be considered in
instructional design, including learners, context/environment, goals, objectives, tasks,
feedback, evaluation, and assessment. A doctor and a designer would approach the
determined problem in a step-by-step method, giving special attention to the details of
each factor and finally coming to a conclusion or diagnosis of the problem and begin the
process of solving, or healing the problem.
I have come to realize through this course that we all too often focus on the big
picture of instructional design and the learning tool itself, and not the details that are
involved that includes focusing on the learners and not the instruction itself. Although I
have had little experience with designing goals, objectives, activities and learner
assessments in the past, one area I was very interested in learning about, and which I
now see as being very important for the entire design process, is the focus that is given
to detail before the designing even begins, which is the needs assessment, front‐end
analysis, and other preparation that can mean the difference between looking at the
brain and seeing a big blob of flesh that has no organized purpose or knowing that each
lobe has a purpose and can be easily altered with only the slightest touch. So much of
this makes sense now, and I plan on incorporating some of the learner and context
analysis techniques learned in this course to guide future design and instruction in my
career.

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At the beginning of the semester, we were asked how instructional design relates
to Educational Technology. At the time, it was quite difficult for me to describe this
relation. They are not separate entities, but Instructional Design is a part of Educational
Technology, and Educational Technology would not exist without Instructional Design. I
found it so easy to think of Educational Technology as a “tool” for education and not as
a systematic process that always keeps the learner in mind. I can definitely say now
that my eyes have been opened to the world of design and what it takes to create
meaningful instruction using known factors and accommodating for the unknown as
well. I have already caught myself looking at projects for other classes and
presentations and thinking about whether the lesson would be considered a
“supplantive”, teacher-led , or “generative”, or more thought provoking and learner
driven lesson. I enjoyed learning about the different instructional strategies in chapters
8-15 of Smith and Ragan. It was nice to see the definitions of these strategies and how
they apply to instructional design. I feel I can apply this newly acquired knowledge to
my future in education, either as a teacher or as a designer.

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Part 1: Topic
Part 1a: Instructional Goal
The student-athlete will apply nutritional value to their daily routine before, during and
after athletics, as well as maintain a nutrition log. The student-athlete will also know
how to recognize and prevent dehydration while participating in sports.
Part 1b: Audience
The course is to be taken by all incoming student-athletes, grades 9-12, for the
upcoming sports season, unless taken during that same school year.
Part 1c: Rationale
I chose this topic because, as a coach, I feel this training should be a part of every
student-athletes’ season. When playing sports, good nutrition can enhance
performance, both on and off the court or field. Nutrition is important for everybody’s
health, but as an athlete there are special measures that need to be taken when making
nutritional choices before, during, and after sporting events. This class will be offered at
the beginning of each sports season and must be attended by all student-athletes that
will be playing a sport that season, even if the class was taken the previous year. If the
student-athlete has taken the class during the same school year, they do not have to
take the class that year. Meeting the nutritional needs of high-school athletes is the
primary focus of this course.
My course is a blend of both supplantive and generative, because of the way it is
delivered and assessed. The course is taken entirely online and is lead by the
instructor in the presentation. A facilitator from the school will be guiding the students
through taking the online course and will collect the assessment materials at the end of
the course. Generatively, the course will culminate with a nutritional log being kept by
the student-athlete. The student will have to decide, on their own, which foods they will
choose to benefit their nutritional health and then keep track of these foods for two
weeks. They will have the knowledge to do so after completing the online course. The
approximate percentage of supplantive lesson is 80%, and the rest being generative,
due to the nutrition log assessment.
This course would fall under the instructional strategy of attitude learning. According to
Smith and Ragan (2005), learning within the affective domain is learning that has to do
with attitude formation or change. Nutritional habits, whether for day-to-day health or
specifically for athletic competition does require adjusting your attitude towards this
matter in order for successful results. If a person cannot change their attitude towards
eating healthier, then they are going to have great difficulties doing so. In looking at the

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components of attitude learning, as stated in Smith and Ragan (2005), there are three
components to attitude learning. The first component is the cognitive component. In
this component, this is where you learn “how” to change your attitude towards the topic,
such as nutrition. This course will show the skills necessary to make smart nutritional
choices. The next component is the behavioral component, which is applying the
attitude or changing the behavior to adapt to the new situation, which is this case, would
be choosing healthy foods and eating wisely. The assessment of this course that
requires a nutrition log will show that the behavior has been modified for the period of
time it requires, with the hopes of it continuing. The final component is the affective
component, knowing why the attitude or behavior needs to be adjusted and the benefits
these changes will bring about. In this course, the students will be able to see why
nutrition is important when they see a difference in their performance as a result.

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Part 2: Analysis Report
Part 2a: Description of the Learning Context
In the following sub-sections, the learning context will be described in detail in section
2a.1. The learning environment will be addressed, as well as its features and tools that
shall be utilized for the course. The transfer context will be described in section 2a.2,
which will focus more on where the student will be using, or applying the knowledge
they acquired from the course.
Part 2a.1: Learning Context
The student-athletes will be required to use the computer laboratory at the high-school
to view the online course. The reason the high-school computer lab will be used is so
that the students can sign their name on the attendance list to show they were there in
order to get part of their course credit completed. The computer lab is a familiar
environment to the students, since they use the lab for many classes during their school
years. The computer lab offers minimal distractions, unlike the home environment.
This is important to maintain focus on the course with minimal interruptions. According
to the Needs Assessment, about 85% of the student-athletes have used a computer lab
before and about 70% are able to navigate through the process of opening the course
and following prompts through the presentation until the culmination of the online
course, as many of the athletes have completed the required computer course that
utilizes slide show presentations. Since the computer lab at the school has a lab
monitor, the students that are having difficulty accessing the course will be able to ask
for assistance when needed.
Part 2a.2: Transfer context
The student-athletes will be utilizing their new knowledge in a real-world setting during
their nutrition log completion. This part of the course will last approximately two weeks,
in which the student will use the information they learned in the online course and apply
this knowledge to making wise nutritional choices and maintaining a nutrition log that
will document their choices. Most of the student-athletes will be accomplishing this task
during the first few weeks of their sport season, so they will have a good chance of
witnessing immediate outcomes due to healthier eating while performing. At the end of
the two week nutrition log, the student will turn in their log to their facilitator via e-mail or
hand delivery. The hope is that the student will have enough knowledge of nutritional
choices by this point that they will be able to continue their healthy eating habits
throughout their sport season and beyond. The student-athlete will be immersed in
daily situations where it may be difficult to choose proper foods, especially during the
school day, where unhealthy snacks and quick lunches are commonplace. The
student-athlete will need to work hard to find resources to maintain their healthy eating

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habits among these outside influences, for example, bringing a lunch from home or
choosing a healthy lunch in the cafeteria or local restaurant, maintaining proper
hydration throughout the day by utilizing drinking fountains or carrying water bottles, and
remembering to eat good recovery foods after workouts. This course will give them the
fundamental knowledge to accomplish this.
Part 2b: Description of the Learners
According to the United Dairymen of Idaho, 30% of adolescent athletes skip breakfast
and less than 70% of kids between the ages of 12 and 19 eat breakfast. 25% skip
lunch. These are scary statistics. The students that will be taking this course definitely
fall into this category, being between the ages of 14 and 19, primarily. The student-
athletes that will be completing this course all attend grades 9-12, are both male and
female, and all play at least one sport during the school year. Since the course it
offered online, the students will be utilizing the school computer lab for the course
completion. The majority of the students have used the computer lab for classes in
during their school years, with the exception of some 9th graders, who are new to the
high school. At this particular school, all 9th graders are required to take a mandatory
general computer class, Intro to Computer Learning, where they learn how to perform
basic computer function, as well as access programs for instruction that they will use
throughout their high-school years (see Figure 2). With the exception of the fall or
winter athletes, some of the 9th graders may not have had this course yet, so they will
need to utilize the computer lab monitor, course facilitator, or another student to assist
them with opening the online course. There may be a few transfer students that are
new to the school that have not yet taken the course to obtain this knowledge, so they
will need to ask for assistance as well. According to the Needs Assessment given prior
to this course, the estimated number of student athletes for the 2009-2010 school year
totals approximately 350 (see Figure 4). The total estimated population of the school for
the 2009-2010 school year is about 940 students, with over one-third of them estimated
to be student-athletes (see Figure 3). The demographic information for the school is
shown in the graphics below. The school is located in a military community, with a
moderate percentage of low-income families and migrant workers. The population of
the school changes each year due to these factors. Graphs on the next page show
some the results of the Needs Assessment, which was completed during the spring of
2009 by school administration.

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Figure 1 Figure 2
Figure 3 Figure 4
195
140
Estimated Male vs.
Female Student-
Athletes SY 09-10
Male
Female
0
234
217
170
Intro to Computer
Learning Completion
as of Spring 2009
Incoming
9th
Incoming
10th
Incoming
11th
Incoming
12th
267
259
235
182
Estimated School
Population for SY 09-10
9th Grade
10th
Grade
11th
Grade
120
90
125
Estimated Student-
Athletes by Season SY
09-10
Fall
Winter
Spring

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Part 3: Planning
Part 3a: Learning Objectives
1.0 The student-athlete will state the benefits of nutrition in athletics.
1.1 The student-athlete will be able to cite how nutrition can benefit performance
and attitude.
1.2 The student will examine the statistics about skipping meals for their age
group.
2.0 The student-athlete will be able to demonstrate smart menu decisions in their daily
lives.
2.1 The student-athlete will be shown lists of healthy food choices and be able to
use those lists to make informed food choices.
3.0 The student-athlete will know how to recognize and prevent dehydration.
3.1 The student-athlete will be able to define dehydration.
3.2 The student-athlete will be able to identify the signs and symptoms of
dehydration.
3.3 The student-athlete will know how to prevent dehydration from occurring.
3.4 The student-athlete will determine when and how to hydrate for athletic
performance.
4.0 The student-athlete will be able to implement recovery nutrition after athletics.
4.1 The student-athlete will be able to define recovery nutrition.
4.2 The student-athlete will be able to make informed recovery nutritional
choices based on information learned in the course.
4.3 The student-athlete will be able to state the timeframe for post-activity
recovery nutrition in order to best benefit the body’s recovery.
5.0 The student-athlete will be able to demonstrate smart game-day nutritional choices.
5.1 The student-athlete will incorporate foods into their diet that are beneficial for
game day nutrition.
5.2 The student-athlete will be able identify what foods can be performance
inhibiting.
6.0 The student-athlete will implement a daily nutritional log.
6.1 The student-athlete will record daily nutritional intakes on a nutrition log form.
6.2 The student-athlete will compile a daily nutritional log for a minimum of two-
weeks after the course is complete.
6.3 The student-athlete will analyze the results of the nutrition log and interpret
the results and make nutritional adjustments as necessary.

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Part 3b: Matrix of Objectives, Bloom’s Taxonomy, and Types of Learning
Table 1
Objective
Number
Bloom’s Taxonomy
Classification
Strategy to be
employed to teach
the objective
Type of Learning
1.0 Knowledge Supplantive Declarative
1.1 Comprehend Supplantive Declarative
1.2 Examine Supplantive Declarative
2.0 Apply Generative Attitude
2.1 Apply Generative Attitude
3.0 Analyze Supplantive Principle
3.1 Knowledge Supplantive Declarative
3.2 Knowledge Supplantive Declarative
3.3 Comprehend Supplantive Conceptual
3.4 Apply Generative Principle
4.0 Apply Generative Principle
4.1 Knowledge Supplantive Declarative
4.2 Apply Generative Attitude
4.3 Comprehend Supplantive Conceptual
5.0 Apply Generative Attitude
5.1 Synthesize Generative Attitude
5.2 Knowledge Supplantive Declarative
6.0 Apply Generative Attitude
6.1 Comprehend Supplantive Learning
Procedures
6.2 Synthesize Supplantive Attitude
6.3 Analyze/Comprehend Supplantive Principle

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Part 3c: ARCS Motivational Table
Keller’s (1987) ARCS model, which focuses on Attention, Relevance, Confidence, and
Satisfaction, will be used for planning and incorporating motivational strategies.
Project Goal Statement: The student-athlete will apply nutritional value to their daily
routine before, during and after athletics, as well as maintain a nutrition log. The
student-athlete will also know how to recognize and prevent dehydration while
participating in sports.
Table 2
ATTENTION
A.1 Perceptual Arousal
Present students with a real-world activity that they can apply to their everyday lives.
This will be accomplished in the form of an online course and culminating real-world
activity. The course presentation will include graphics and example items that the
students will be familiar with.
A2. Inquiry Arousal
Present examples and questions about the learning goal and activity that the students
will understand and recognize. Address how the activity can benefit their athletic and
personal lives. The student will use their basic knowledge of nutrition to analyze their
own nutritional needs and generate questions about their own nutritional intake.
A3. Variability
The course will be delivered online and utilize both declarative knowledge and
kinesthetic experience learning for the online portion and the culminating nutrition log
activity.
RELEVANCE
R1. Goal orientation
To keep the students focused on the goal, the course will emphasize the importance of
proper nutrition during athletics, and give the student an opportunity to experience
making choices in their eating habits by using a nutrition log activity.
R2. Motive matching
The content will be adapted to fit the student’s past experiences and prior knowledge of
nutrition and athletics by including examples of foods they are familiar with and signs
and symptoms of dehydration that they need to be familiar with, or may have
experienced before.
R3. Familiarity
The student-athletes will be presented with concepts and nutritional foundations that
they are familiar with, such as healthy snack examples. Because the students are all
athletes, the presentation will be targeted for athletes and their nutritional needs. They
will be able to internalize their new knowledge by completing a two-week nutrition log
activity and see the results in their performance.

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CONFIDENCE
C1. Learning requirements
The student-athletes will be expected to complete the online course and apply their
newly acquired knowledge to their daily eating habits while performing in athletic events
by compiling a nutrition log of their daily intake.
C2. Success opportunities
The student-athletes will be able to gauge their own success in their attained knowledge
by witnessing their performance improvements and general healthiness during the two-
week nutrition log and beyond.
C3. Personal control
The students will have the knowledge to continue their healthy eating habits to benefit
their athletic performance and their everyday nutritional lives.
SATISFACTION
S1. Natural consequences
The student-athletes will be participating in a real-world activity, so they will experience
the consequences of not using their nutritional knowledge in the desired manner. This
will appear as a decline in performance and possible dehydration issues.
S2. Positive consequences
The student-athlete will see improved performance due to a healthy diet and their risk of
dehydration during sports will decline if their new knowledge is applied correctly to their
everyday lives.
S3. Equity
The student-athlete will experience success and will hopefully wish to continue with their
healthy eating habits throughout their lives. The positive results will be shown during
their two-week nutrition log activity. The improvement in their performance will hopefully
help them to see the benefits of this course and they will continue to be successful in
their nutritional habits.
Keller, J. M. (1987). The systematic process of motivational design. Performance &
Instruction, 26 (9/10), 1-8.

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Part 4: Instructor Guide
The Nutrition for Athletics course is a mandatory course designed for student-athletes in
grades 9-12 that will be competing in the high-school sports programs during the 2009-
2010 school year. The course will present students with a real-world activity that they
can apply to their everyday lives, but particularly their athletic lives. This will be
accomplished in the form of an online course and culminating real-world activity. The
course presentation will include graphics and example items that the students will be
familiar with. The course will address how the activity can benefit their athletic and
personal lives. The student will use their basic knowledge of nutrition to analyze their
own nutritional needs and generate questions about their own nutritional intake.
The course is designed to activate the student-athletes prior knowledge on nutritional
choices by giving examples of familiar foods that they can use to benefit their
performance on and off the playing court or field. Examples of foods will be shown and
the course will talk about when and how to utilize these foods to benefit their
performance. The student-athlete will also learn to recognize the signs and symptoms
of dehydration and how it can be prevented.
Part 4a: Course Materials
For this course, the facilitator will be receiving an e-mail or disk with the following
information necessary for the course facilitation:
 Adobe Breeze Presentation Link for use in computer lab, if applicable
o URL for Breeze Presentation: http://edtech.na5.acrobat.com/markusfit/
o Username: Therese519@gmail.com
o Password: edtech
 Nutrition Log Word Document (Appendix A)
 Nutrition Course Rubric Word Document (Appendix B)
 Computer Lab sign-in, e-mail address, and grade recording sheet
(Appendix C)
 Nutrition Course Log-in directions card (Appendix D)
Part 4b: Computer Requirements
For this course, the facilitator will need to ensure that a school computer lab is available
for student-athletes to access the Internet. If this is not possible, or the labs are
unavailable, the course can be e-mailed to student-athletes, but accountability will be
increasingly difficult.
Students will need to have e-mail access to receive the nutrition log from the facilitator.
This can be home, school, or family/friends e-mail. If the student does not have

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computer access at all, then they can print out the log at school or create their own to
use and turn it in directly to the facilitator or coach.
Part 4c: Duration of the Course
Online Course: The online course will be available for student use for one week, at the
beginning of each sport season. All student-athletes must use the computer lab to take
the course, unless they have taken it in a previous season of the same school year. The
online portion of the course should take approximately 20 minutes to complete.
Nutrition Log: The nutrition log will be e-mailed to the student the day after the online
course is complete. At this time, the student can begin their two week nutrition log,
recording all foods they consume daily. The student should spend at least 20 minutes
per day recording information on their nutrition log. The student will submit his/her
completed nutrition log to the facilitator or coach for full course credit, via e-mail or
hand-delivery.
Part 4d: Instructions for Facilitator
After the facilitator has received the materials required, they will need to locate a
computer lab for the student-athletes to use for the online segment of the course. The
facilitator will need to place a sign-in paper in the lab for student-athletes to sign their
name for online course attendance credit. The student will also need to provide their e-
mail address for the nutrition log to be sent to them by the facilitator. If the student does
not have an e-mail, the facilitator can make other arrangements with the student to get a
copy of the nutrition log, or they can make their own and turn it in by hand. The student
will then receive the course URL on a card from the lab monitor or facilitator to go to the
course presentation. The Username and Password will be listed on the card that will be
returned as soon as the student is finished with the online course.
The student-athletes will visit the lab on their own time, or a team can come in together
during a scheduled practice time, and sign-in and obtain the directions card. Once the
student is signed onto the site, they can follow the on-screen course directions and
proceed through the course.
The course should take approximately 20 minutes to complete, including the quiz
portion. The student must complete an 80% or more on the quiz to continue to the next
phase of the course, which is the nutrition log. If they do not score 80% or more, then
they can go through the online course again and re-take the quiz until a sufficient grade
is achieved. Once the passing grade is achieved, the student will log-off the computer
and turn-in the card to the lab monitor or facilitator, who will record their passing grade
confirmation on the sign-in sheet, by marking a “P” next to their name. Since the quiz

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can be re-taken as many times as necessary, all students who signed in should have a
“P” next to their name. This will just show that they did complete the course for credit.
The facilitator will collect the attendance sheet at the end of each day and record the
students that attended the training. The facilitator will then e-mail the nutrition log to the
students that gave an e-mail address. The students will keep this log on their own
computer for use during the two-week nutrition log portion of the course. The student
should spend at least 20 minutes per day recording food choices on their log sheet.
When the two-week nutrition log is complete, the student will turn the nutrition log in to
the facilitator via e-mail or they may hand-deliver their log to their coach. E-mail to the
facilitator is the preferred method, but if the log is hand written, then it may be turned in
by hand.
4e: Flowchart for student-athlete online course:
Athletes go to computer lab for online course
Athletes sign-in at computer lab and obtain instruction card for the course
presentation (see Appendix)
Follow on-screen directions to complete online course and quiz
When finished, report score to lab monitor or facilitator for recording
Receive e-mail, if applicable, from facilitator with Nutrition Log attachment. Save to
your computer for use.
Spend two-weeks recording nutritional intake on Nutrition Log sheet
E-mail or turn-in completed Nutrition Log to course facilitator or coach for course
credit

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Part 5: Learner Context
Part 5a: Learning Materials
The primary learning materials for this course will be the online slide presentation
course and the two-week nutrition log. The slide presentation will consist of mostly
declarative knowledge information, but will also apply to concept learning and attitude
learning, as healthy eating is a way of life. The slide presentation is very easy to follow
and takes the student-athlete through a simple lesson about proper nutrition while
performing during an athletic season. The online course slide outline can be viewed in
the appendix section of this project. The online course was created by the course
designer using information from a couple of outside sources. The information obtained
for the slide presentation was primarily from the United States Department of Agriculture
site, www.mypyramid.gov and the United Dairymen of Idaho (2009) Power Point
presentation on recovery nutrition for athletes.
Adobe Connect URL: http://edtech.na5.acrobat.com/markusfit/
Username: Therese519@gmail.com
Password: edtech
*Important Note: This Breeze presentation was created for EdTech 521, but was
adapted for this project and now includes a quiz and nutrition log assessment. Due to
my Adobe Connect account being expired, the log-in is for the EdTech 521 course
under Dr. Therese Letourneau, for grading access by Dr. Ross Perkins and Jennifer
Donatelli, Graduate Assistant. The course may also be converted into Google Docs or
Flash, but the quiz portion would need to be adapted or created in another manner,
such as a Google Docs quiz or paper quiz for students. The course access for grading
is the Adobe Connect through EdTech and is the best example of the finished product
with voice and assessments.
Part 5b: Assessment Materials
For this course, there will be two assessments. The first assessment will be a quiz that
will be administered at the end of the slide presentation of the course. This quiz may be
taken as many times as necessary to pass with a score of 80% or better. On some
questions, the student can take a second chance at the answer while in the quiz. If the
student does not pass this portion of the course, they will need to take the online course
again and make another attempt at the quiz. Once the quiz is passed, the student will
receive an e-mail attachment, if applicable, with the nutrition log that they will use for
two weeks to monitor their food intake. The nutrition log can be located in Appendix A.
At the end of the two weeks, they will submit the nutrition log to the facilitator or coach

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for full course credit. The grading rubric for the assessment of the course is located in
Appendix B.
Part 5c: Technology Tool Rationale
The technology tool for this course is the presentation itself. The presentation was
created in Power Point and can be easily converted into an online course by using
iSpring Free version or Google Docs, if Adobe Connect is not an option for the school.
For this version of the course, the presentation was created in Adobe Connect
Presenter and the web link, username and password will be given to the students when
they enter the computer lab to take the course. For this project, the course was created
in Adobe Presenter for EdTech 521 and adapted to meet the needs of this project,
adding a quiz element and nutrition log activity. The information card will be given back
to the lab monitor or facilitator after the student has completed the online section of the
course. This method was chosen because of the high-numbers of students that will
need to complete the course each sport season. With this method, the student can visit
the computer lab on their own time, or a team can visit during a scheduled practice time.
Attendance of the course is mandatory and it will be recorded on a master sign-in sheet
in the computer lab. The nutrition log will be delivered electronically to the student, if
applicable, so they can save the Word document to their computer for the two-week
nutrition intake recording and for their own future use. It is not mandatory for them to
use this log, as they may create one of their own, but it is a good example that they can
use if they like.

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Part 6: Formative Evaluation Plan
Part 6a: Expert Review
SME Name: Beth Christiansen
Reason for Choosing SME: Beth is a certified nutritionist and personal trainer for a large
health club in California. She works primarily with high-school aged kids and women,
but designs nutritional programs for all ages. Beth has a very successful career in
nutrition and she is passionate about helping kids learn to eat healthier. An instrument
has been designed for her to answer simple questions regarding the subject matter,
thus allowing her to give any feedback necessary. The instrument that was created may
be found in Section 7b as Table 3. The SME, or Subject Matter Expert, was sent the
presentation and materials on November 20th, 2009 and feedback was received on
December 1st, 2009. The evaluation instrument may be located in Appendix E.
Part 6b: One-to-one Evaluation
According to Smith and Ragan (2005), during one-to-one evaluation, the designer tries
out the instructional materials with two or more members of the target audience. For
this course, the target audience is 9-12 grade student-athletes. To perform a one-to-
one evaluation on this particular set of students, a designer could use a small group of
three student-athletes arranged through either a coach or the athletic director to perform
a trial run-through of the course, and would have them look at the nutrition log form and
get their views on whether the form is easy to understand and potentially use. During
the online portion, the designer would sit down with them and follow them through the
course listening to their comments or asking simple design and content related
questions along the way. The following questions could be asked:
1. Do you understand the instruction that you are receiving?
2. Are the directions for the quiz and nutrition log easy to understand and
follow?
3. What do you think of the graphics on the online course? Do they properly
represent the overall theme of the course?
4. Is the text easy to understand or are there any words that are difficult to
define?
5. Did you encounter any spelling or grammatical errors while taking the online
course?

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Part 6c: Small Group Evaluation
According to Smith and Ragan (2005), small-group evaluation is used to check the
efficacy of the revisions based on the one-to-one data, to ascertain how well the
instruction works with more varied learners, and to see how the instruction teaches
without the designer’s intervention. For a small-group evaluation of the online nutrition
course and nutrition log, a designer would again utilize a small group of 9th-12th grade
student-athletes under the guidance of a coach or athletic director to attend the online
course and a shortened version of the nutrition log assessment. This group would
include approximately ten students of varying ages and grades. During the online
course, students would guide themselves through the course, following the directions on
the password card. Help would be offered to students that seemed to be struggling with
the computer or content. After the online course is complete, the nutrition log would be
handed out as a hard copy for the student to take home and record their diets for three
days and then collect them and have them answer a simple questionnaire about their
nutrition log experience, including if they managed to stay with their healthy food
choices, how they felt during exercise, and if they feel they could have continued for
another two weeks with the regimen. All of the information gathered and interpreted
and any adjustments to the course would be made before going to the field trial.
Part 6d: Field Trial
During the field trial, the designer would be determining the effectiveness of the
revisions made during small-group evaluation and address any problems that arise
during real world instruction, and validate the instruction with a large enough sample of
the target audience to make a confident prediction of its effectiveness (Smith and
Ragan, 2005). For this field trial, a larger group of student-athletes would be arranged
to participate in the online course and complete the full two-week nutrition log. This
group will be arranged by a coach or athletic director and will take place at the
beginning of a sport season, as the actual course is intended to. The following
questions will be addressed by this field trial:
1. Can the instruction be implemented as it was designed?
2. Are any administrative issues encountered?
3. Is the facilitator guide and materials readily available and easy to understand?
4. Have the learners attained the information as explained in the objectives?
5. Are the timeframes for the activities sufficient for course completion?
6. How do the facilitators or administrators feel about the course and the
delivery methods?
7. Did the facilitators need to make any adaptations or adjustments to the
course timeframe or materials?

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Part 7: Formative Evaluation Report
Part 7a: Evaluation Survey
The survey shown in Table 3 was sent to Beth Christiansen, the Subject Matter Expert
for this project. The materials sent to her included the survey, the Power Point
presentation containing the online course, and sample versions of other support
materials. In Table 3, the questions that were created were simple and content specific.
In the table, the SME responses are shown. The table is divided into six areas,
including Presentation and Graphics, Vocabulary, Content, Assessment, and Support
Materials.
*Important Note: As per Dr. Perkins via e-mail on December 1, 2009, permission was
granted to place the full completed Survey Table into the document, with minor
revisions to alleviate too much space used by table.
Part 7b: Report of Expert Review
Below is a copy of the expert review table that was sent to the SME, Beth Christiansen,
who is a Nutritionist and Personal Trainer in Santa Barbara, California. Beth’s
comments have been highlighted in blue.
Table 3
SME Name Beth Christiansen Date: December 1, 2009
Project Topic Nutrition for Student-Athletes
Area 1.0 Presentation and Graphics Comments
1.1 How did you feel aboutthe
overall appearance ofthe
presentation?
Erin, the presentation was fantastic! I really enjoyed the
graphics and the topics about athletic nutrition that you
chose to emphasize. The pictures of the yummy healthy
food made me hungry! Your graphic theme maintained
throughout the entire course.
1.2 Were the graphics appropriate
for the topic of student-athlete
nutrition?
All of the graphics were excellent. My favorite was the little
smiley with the droopy muscles. Having the visual graphic
of the urine colors was very beneficial because it gives the
kids a visual reference of something that is very easy to look
for in signs of dehydration.
1.3 Did the slide design coordinate
well throughoutthe
presentation?
The slide design and graphics coordinated very well
throughout the entire presentation. The color scheme was
good and so were the pictures.
1.4 Was the type font and letter
sizing easy to read?
All fonts and letter sizing was easy during the slide. My only
recommendation would be on the sample nutrition log on
the last slide to be enlarged. That was a little difficult to
read.
1.5 Was the voice on the
presentation easyto hear and
understand?
Your voice sounded good and you spoke slowly and not
computer-like. I noticed you got tongue-tied a couple of
times, but that should be of minimal concern, as they were
barely noticed by me.
Area 2.0 Vocabulary Comments
2.1 Did you find any vocabulary
words that may be too difficult
for the target audience?
At the beginning on the course introduction slide, some of
the wording could be a little too “teacheresque” for kids,
such as the words summative and assessment. Some kids

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may get confused by the term “nutrient transport” on the
hydration slide. You may not need to include the statement
about “replacing muscle glycogen” on the recovery slide.
Most kids probably do not know what this is yet. The teacher
may get too many questions about this term. These were the
only words or phrases that I feel could be removed or
altered for age appropriateness.
2.2 Were you able to define
difficult words using the
context of the slide
information?
Yes, on some of the words this was possible. The kids may
be able to figure out that the muscles use glycogen for
energy because of how it is used with the word energy.
Nutrient transport may be able to be defined by looking at
the words separately and knowing their meanings.
Summative is used in the same sentence as “at the end of
the course” so this may be understood just fine by that
statement. Most kids know what an assessment is, but by
the rest of the information provided, they will probably be
able to figure out that it relates to a quiz or test.
Area 3.0 Content Comments
3.1 Is the contentof the course
accurate and up-to-date with
current standards?
After reading through your presentation, all of the numbers
and statistics that you mentioned seemedto be right on for
current trends and standards. You did not use a lot of
statistical numbers, so that will alleviate any discrepancy on
that matter. I looked through the Dairymen of Idaho
presentation that you pulled some of the statistics of youth
eating habits and they did not provide the reference where
they got their numbers from, but you referencedthem, so
you should be okay with those statistics..they are scary! As
far as the information on recovery nutrition, that information
is accurate with the information that I have in some of my
books, as far as eating and hydration timelines. Those
numbers are pretty standard. Your food suggestions were
very good and nicely varied for different tastes. Again, the
lists made me hungry! Good job.
3.2 Does the content presenta
consistentperspective on
athletic nutrition?
Yes, as I mentioned previously, all of your information is
accurate and valuable for student-athletes. Your delivery of
the information is not “preachy” but informative. You
definitely covered the most important elements of nutrition
in sports, such as dehydration, pre, during, and post-activity
nutrition. These are all important.
3.3 Is the contentappropriate for
the target audience?
I do feel the content is appropriate for the age group. The
information is simple and easily understandable. The
presentation is not too long and wordy and had good
graphics, so the kids should be able to maintain their focus
on it. You did a good job of not getting too technical on the
nutritional terms.
3.4 Are the objectives of the
course appropriate for the
expected outcomes?
The objectives you stated were right on track with the
content of the course. All objectives are easily attainable
with minimal education on the topic. The expectations are
not too overwhelming and I hope the kids will get something
out of this and be able to use the skills and nutrition log to
benefit their health. You can teach them how to do these
things and they may even be able to recall everything they
have learned, but getting them to understand the importance
of maintaining the lifestyle will be the greatest challenge that
they will have to encounter on their own.
3.5 Does the content of the course
maintain consistencyto the
objectives?
Yes, as I stated above, the content and objectives
coordinate very well and all expected outcomes are easily
attainable, but changing their lifestyle will be the variable
here.
3.6 Are there any content areas
that you feel may have been
You know, Erin, I think you did a great job choosing which
topics to emphasize for this course without making it too

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missed thatcould be crucial to
the course?
long or technical. You are to the point and keep it simple
and easy to understand for the age group it is intended for. I
don’t think, without getting more technical, that you could
have included much more information that is necessary.
3.7 Do you think the content of the
course could be adapted to
different athletic situations,
such as sportspecific
nutritional needs?
Yes, very much so. I think the basic information should stay
the same for all athletes, but you can always add in
additional sections for athletes that require more stringent
nutritional intakes, such as wrestlers,football players and
runners. There is so much information that you can find for
each and every sport, but some definitely have more
emphasis on caloric intake and higher risk for dehydration.
This information may be given to these athletes as an
additional informational pamphlet or a whole other slide
presentation meant for them specifically.
Area 4.0 Assessment Comments
4.1 Are the assessments used in
the course appropriate for the
objectives of the course?
The assessments are very appropriate for the course. The
quiz is very basic and to the point. The questions were
easily found in the presentation and pretty basic. The
nutrition log is very simple to use and easy to replicate if the
students can not use the one you made. The can do this in
a spiral notebook if need be. It is good that you did not ask
for too much information on the log sheets,such as calories
and fat intake. Too much calorie counting would most
definitely deter these kids from wanting to do this and kids
this age should not be emphasizing calorie counting in their
lives unless they have health or weight problems.
4.2 Was the online quiz portion of
the course easyto navigate
through?
Yes, but I did not get to take the quiz “officially” because it
was in the raw PP format still, but I see how it would work in
an actual presentation. Good questions!
4.3 Is the nutrition log portion of
the course consistentwith
current nutritional trends?
Like I stated above, I really enjoyed seeing your nutrition
template because it is basic and easy to use for anybody.
4.4 Do you feel the quiz portion
and the nutrition log are
appropriate for the target
audience?
I do think the quiz and nutrition log are very appropriate for
the age group. The expectations are not too overwhelming
and they will definitely get something out of this without
feeling pressuredto complete a difficult quiz or a detailed
nutrition log. These are good for beginner use.
Area 5.0 Support Materials Comments
5.1 Were all supportmaterials
easy to read and understand?
Yes, the support materials were easy to read and
understand. It looks like you have all of your bases covered
as far as sending the “whole package” to the school ready
to use. All of the materials can be easily altered to fit the
needs of the school as well.
5.2 Is the nutrition log appropriate
for use as a nutritional aid?
The log is well designed and simple to use.
5.3 Do the supportmaterials,
located on the CD that will be
sentto the facilitators,appear
to be easy to understand and
follow?
Yes, I was able to open and understand all of the materials
and I feel that any school that uses this information will be
able to as well. My only recommendation, and you may have
addressedthis already, is that a step-by-step guide or chart
would be beneficial for the user to follow if they are
unfamiliar with either nutrition or the computer needs.
5.4 Do you feel the support
materials can be altered easily
to fulfill the individual needs of
the school receiving the
course? (i.e. equipment,time)
Yes, as mentioned before, I do think that any of these
materials can be used to meet the needs of the program.
Giving the school the raw power point presentation gives
them the ability to put it into the format they need to have it
viewed in, like Google, or like you said, Adobe.
Area 6.0 Referenced Materials Comments
6.1 Do you feel the referenced
agencies in this course are
concurrentwith nutritional
standards addressed today?
I did look over the United Dairymen of Idaho site and
presentation and their information seems up-to-date and
thorough. The information that you acquired from the
fitness.gov site was very good and up to current standards.

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Part 7c: Comments on Change
I really appreciated the information that was received by my SME, Beth Christiansen.
She really seemed to enjoy viewing my presentation and had very positive comments to
say about it. After looking through the presentation again, I do not feel that any major
changes needed to be made except some minor wording for age-appropriateness. I
have made these changes already. Her feedback was very good and she feels the
presentation is very appropriate for the age group that will be the target audience. She
mentioned that it should not be too technical or have confusing information that may be
unnecessary for the intent of the course. I did keep the presentation very basic and not
technical due to the age group of the target audience, 9th through 12th graders. Since
the project version is presented as a Breeze Presentation through Adobe Connect, this
may pose a problem to schools that may not have access to using Adobe Connect. I
chose to use Breeze for this purpose because I feel the quality of the presentation of the
course is very good and I am familiar with using Breeze, or Adobe Presenter. The
course may be adapted to a school’s needs by converting the Power Point presentation
to either Google Docs or a Flash Presentation by using an add-on such as iSpring Free
version in Power Point. If this is the case, the quiz portion of the course will not work
properly and these slides would need to be removed and the presentation would be an
educational slide presentation with the quiz component being separate, either by using
Google Docs for a quiz creator or just including a paper and pencil quiz in the computer
lab. There are options for variety with this course and it can be easily adapted to meet
the needs of a school or program.

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Part 8: AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications
and Technology (AECT), and used in the accreditation process established by the
National Council for Accreditation of Teacher Education (NCATE), are addressed to
some degree in this course. The numbers of the standards correspond to the numbers
next to the course tasks show on the list of assignments. Not all standards are
addressed explicitly through student work.
Assignments meeting standard in whole or
part
Standard 1: DESIGN
1.1 Instructional Systems Design
(ISD)
X ID Projects 1 & 2
1.1.1 Analyzing X ID Projects 1
1.1.2 Designing X ID Projects 1 & 2
1.1.3 Developing X ID Projects 1 & 2
1.1.4 Implementing X ID Project 2
1.1.5 Evaluating X Selected Discussion Forums; ID Project 2
1.2 Message Design
1.3 Instructional Strategies X ID Project 2
1.4 Learner Characteristics X ID Project 1
Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X ID Project 02
2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2
2.2 Audiovisual Technologies
2.3 Computer-Based
Technologies
X (all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations
3.3 Implementation and
Institutionalization
X ID Project 2
3.4 Policies and Regulations
Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management

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4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 Criterion-Referenced
Measurement
X ID Project 2
5.3 Formative and Summative
Evaluation
X ID Project 2
5.4 Long-Range Planning
COURSE GOALS & OBJECTIVES
The overall goal for the course is for each student to consider and use the systematic
process of instructional design to create an instructional product. To achieve this goal,
students will engage in activities that promote reflective practice, emphasize realistic
contexts, and employ a number of communications technologies. Following the course,
students will be able to:
1. Discuss the historical development of the practice of instructional design with
regard to factors that led to its development and the rationale for its use
2. Describe at least two reasons why instructional design models are useful
3. Identify at least six instructional design models and classify them according to
their use
4. Compare and contrast the major elements of three theories of learning as they
relate to instructional design
5. Define “instructional design.”
6. Define the word “systematic” as it relates to instructional design
7. Define “learning” and synthesize its definition with the practice of instructional
design
8. Relate the design of instruction to the term “educational (or “instructional”)
technology”
9. Describe the major components of the instructional design process and the
functions of models in the design process
10. Provide a succinct summary of various learning contexts (declarative
knowledge, conceptual, declarative, principle, problem-solving, cognitive,
attitudinal, and psychomotor)

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11. Build an instructional design product that integrates major aspects of the
systematic process and make this available on the web.
a. Describe the rationale for and processes associated with needs, learner,
context, goal, and task analyses
i. Create and conduct various aspects of a front-end analysis
ii. Identify methods and materials for communicating subject matter
that are contextually relevant
b. Describe the rationale for and processes associated with creating design
documents (objectives, motivation, etc.)
i. Construct clear instructional goals and objectives
ii. Develop a motivational design for a specific instructional task
iii. Develop assessments that accurately measure performance
objectives
c. Select and implement instructional strategies for selected learning tasks
i. Select appropriate media tools that support instructional design
decisions
d. Describe the rationale and processes associated with the formative
evaluation of instructional products
i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with
diverse backgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructional
products
14. Meet selected professional standards developed by the Association for
Educational Communications and Technology
15. Use various technological tools for instructional and professional communication

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AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for
learning.
1.1.b Identify a variety of instructional systems design models and apply at least
one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text
chapter, an interdisciplinary unit) to demonstrate application of the principles of
macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of
all learners, including appropriate accommodations for learners with special
needs.
1.1.2.d Incorporate contemporary instructional technology processes in the
development of interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media
(e.g., computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer
authoring application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in
contextualized instructional settings (e.g., practica, field experiences, training)
that address the needs of all learners, including appropriate accommodations for
learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of
learning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within
practice and contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies,
and assessment measures.

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1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner
characteristics and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate
contextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as
influenced by the learning situation, nature of the specific content, and type of
learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and
learning situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics
for their particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence
the selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence
the implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using
technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional
and professional products.
2.0.3 Apply instructional design principles to select appropriate technological
tools for the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of
appropriate technological tools and to the development of instructional and
professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing
effectiveness of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update
instructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety
of productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and
supplementary materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of
integrated application programs.

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2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based
technologies.
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for
learning situations specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS)
resources in a variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning
contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various
learning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and
educational technology (SMET) contexts (e.g., conduct needs assessments,
identify and define problems, identify constraints, identify resources, define
learner characteristics, define goals and objectives in instructional systems
design, media development and utilization, program management, and
evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET
contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a
variety of SMET contexts.
SMET = School Media & Educational Technologies

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Appendix A
Nutrition Log Template
Sample:
Monday Two Eggs
Toast
Orange Juice
Ham Sandwich
Apple
Graham
Crackers
Water
Baked Chicken
Carrots
Stuffing
Milk
Granola Bar
Yogurt
Pretzels
Orange
Tuesday
Date (Week 1) Breakfast Lunch Dinner Snacks
Monday
Tuesday
Wednesday

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Appendix B
Grading Rubric
Thursday
Friday
Saturday
Sunday
Day (Week 2)
Breakfast Lunch Dinner Snacks
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
SundayDay (Week 1) Breakfast Lunch Dinner Snacks
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

33. Markus| 33
Grading Rubric for
Student-Athlete Nutrition
Course
Pass Fail
Online course completion The athlete attended the
entire course online
The athlete did not attend
the online course
Quiz Score The student passed the
online quiz with a score of
80% or more
The student did not pass
the online quiz with a score
of 80% or more
Nutrition Log The student completed the
two-week nutrition log and
submitted it to the
instructor
The student did not
complete and/or did not
turn in the nutrition log to
the instructor
Appendix C

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Lab Check-in and E-Mail Collection Sheet Template
Student Name
(please print clearly)
Sport E-Mail Address
(please print
clearly)
Quiz
Passed
(Y/N)
James Athlete Football jafoot@abc.com Y
Appendix D

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Computer Lab Instruction Cards Template
Computer Lab Instructions
1. Find an empty computer
station
2. Go to InternetExplorer
3. Type in URL: :
http://edtech.na5.acrobat.com/markusfit/
Username: Therese519@gmail.com
Password:edtech
4. When finished turn-in card
and record on sign-in if quiz
was passed.
5. When you receive an e-mail
containing nutrition log,you
may begin the two-week
nutrition log and then turn it
in to course facilitator.
Computer Lab Instructions
1. Find an empty computer
station
2. Go to InternetExplorer
3. Type in URL: :
http://edtech.na5.acrobat.com/markusfit/
Username: Therese519@gmail.com
Password:edtech
4. When finished turn-in card
and record on sign-in if quiz
was passed.
5. When you receive an e-mail
containing nutrition log,you
may begin the two-week
nutrition log and then turn it
in to course facilitator.
Computer Lab Instructions
1. Find an empty computer
station
2. Go to InternetExplorer
3. Type in URL: :
http://edtech.na5.acrobat.com/markusfit/
Username: Therese519@gmail.com
Password:edtech
4. When finished turn-in card
and record on sign-in if quiz
was passed.
5. When you receive an e-mail
containing nutrition log,you
may begin the two-week
nutrition log and then turn it
in to course facilitator.
Computer Lab Instructions
1. Find an empty computer
station
2. Go to InternetExplorer
3. Type in URL: :
http://edtech.na5.acrobat.com/markusfit/
Username: Therese519@gmail.com
Password:edtech
4. When finished turn-in card
and record on sign-in if quiz
was passed.
5. When you receive an e-mail
containing nutrition log,you
may begin the two-week
nutrition log and then turn it
in to course facilitator.
Appendix E

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SME Evaluation Instrument
SME Name Beth Christiansen
Project
Topic
Nutrition for Student-Athletes
Area 1.0 Presentation and Graphics Comments
1.1 How did you feel aboutthe overall appearance of
the presentation?
1.2 Were the graphics appropriate for the topic of
student-athlete nutrition?
1.3 Did the slide design coordinate well throughoutthe
presentation?
1.4 Was the type font and letter sizing easy to read?
1.5 Was the voice on the presentation easyto hear and
understand?
Area 2.0 Vocabulary Comments
2.1 Did you find any vocabulary words that may be too
difficult for the target audience?
2.2 Were you able to define difficult words using the
context of the slide information?
Area 3.0 Content Comments
3.1 Is the contentof the course accurate and up-to-
date with current standards?
3.2 Does the content presenta consistentperspective
on athletic nutrition?
3.3 Is the contentappropriate for the target audience?
3.4 Are the objectives of the course appropriate for the
expected outcomes?
3.5 Does the content of the course maintain
consistencyto the objectives?
3.6 Are there any content areas that you feel may have
been missed thatcould be crucial to the course?
3.7 Do you think the content of the course could be
adapted to different athletic situations,such as
sportspecific nutritional needs?
Area 4.0 Assessment Comments
4.1 Are the assessments used in the course
appropriate for the objectives of the course?
4.2 Was the online quiz portion of the course easyto
navigate through?
4.3 Is the nutrition log portion of the course consistent
with currentnutritional trends?
4.4 Do you feel the quiz portion and the nutrition log
are appropriate for the target audience?
Area 5.0 Support Materials Comments
5.1 Were all supportmaterials easyto read and
understand?
5.2 Is the nutrition log appropriate for use as a
nutritional aid?
5.3 Do the supportmaterials,located on the CD that
will be sentto the facilitators,appear to be easyto
understand and follow?
5.4 Do you feel the supportmaterials can be altered
easilyto fulfill the individual needs ofthe school
receiving the course? (i.e. equipment,time,etc.)
References

37. Markus| 37
Smith, P. L., & Ragan, T. J. (2005). Instructional Design, Third Edition. Hoboken, NJ:
John Wiley & Sons, Inc.
Keller, J. M. (1987). The systematic process of motivational design. Performance &
Instruction, 26 (9/10), 1-8.
Agriculture, U. S. (2009, September 17). MyPyramid. Retrieved November 12, 2009,
from www.mypyramid.gov
Idaho, U. D. (2009). United Dairymen of Idaho. Retrieved November 12, 2009, from
www.idahodairycouncil.com