Month: March 2023 (Page 2 of 2)

I used Audacity to edit the audio file. I wanted to change the speed of my speech to see if it would make any difference in how I sounded. I clicked on the “Effect” function and then selected “change speed” from the dropdown menu. I tried a few adjustments before settling on a 2.8% change to the speed. Below is the edited version.

Audio Player

I recorded a short audio clip on how aging impacts our muscles, bones, and joints. The process was easy and straightforward. I did not have any challenge to get the recording done. Below is the audio file.

EDDL 5131 – Week 8: Sourcing Audio for Educational Use

Learning Outcome

After completing the activity, the students will be able to

• outline various strategies for reducing household food waste at home.

Instructions
listen to the following audio file that discusses five ways to reduce food waste at home. Develop two practical strategies to reduce food waste during each of the following stages: planning, shopping, preparing, and storing food.

audio player


How did I find the file:
I found the audio file on the Internet Archive. I did a search under Audio Files for a short audio clip on food waste reduction. I specifically looked for audio files that offer strategies on food waste reduction to support my learning outcomes. There is no shortage of choices for this topic.

This file meets the learning goal. The speaker is a Registered Dietitian who has a lot of expertise in food waste and has published three books. She spoke clearly and in a conversational style. She presented only relevant information. The strategies she offered were practical, concrete, and easy to implement. She also provided a few recipe ideas to keep the listeners interested.
I could reduce the length of the audio file by removing one minute at the start and two minutes at the end of the file which is not essential for the learning.

Assignment: Virtual Grocery Shopping Tour
The purpose of this assignment is to allow you to demonstrate your ability to provide accurate nutrition information to consumers in a grocery shopping context. It is a great opportunity to practice a different way of presenting nutrition and health messages to consumers.

Learning Outcomes
At the end of this assignment, you will be able to:
1. demonstrate understanding of current nutrition recommendations by describing to the audience how to select healthier products in a grocery store
setting.
2. demonstrate the ability to interpret and use the nutrition facts label to make informed food choices when grocery shopping.

Steps to get started

1. You will work with a partner on this project. The main tasks are described below.
2. Use a recording device of your choice, for example, a cell phone, Tablet, or camcorder.
3. Create an 8-10 minute long video leading a virtual grocery shopping tour.
4. You will each choose one section from each of the following two categories for your video footage:

Category 1: Dairy, Canned Goods, Cereals, Bakery, Snacks, or Beverages aisles

Category 2: Produce, Meats, or Seafood (foods in these aisles have no food
labels)

5. As you go through the aisle of packaged foods, one person will play the role of a dietitian and the other person will act as a shopper. The
shopper will pick items from the shelf and the dietitian will explain the Nutrition Facts table on the food package, compare two similar
products and identify which item to choose from, and discuss any nutrition claim found in a food package.

6. Next, pproceed to the fresh produce, meat, or seafood sections. The shopper will pick an item from the section and the dietitian will provide
healthy eating messages or guidance relevant to the item, for example, choosing dark bright colour vegetables more often. In addition, the
dietitian will provide some shopping tips and answer questions the shopper may have.

7. Switch role when the first person finishes her part. Follow the same format.

8. Once you finish the filming, work together to edit your video into a functional clip that is helpful to the consumers.

9. Follow the rubric to make sure you meet all requirements of the video project.

10. A list of grocery stores that have agreed to support the project will be provided to the class. Always check in with the store manager first
before your grocery tour.

Video Submission
• Your video should be less than 2 GB (2000MB) in size.
• It is recommended to change your camera settings to 720p and 30fps and in an MP4 format to create the smallest file possible. Watch this video
to learn how to resize your video on Youtube: Compressing Video on iPhone (Nace Trevor, 2022)
• Upload your video to Google Drive and share it with the instructor. Watch this video for instructions: Uploading File to Google Drive from your iPhone or iPad

Links to Resources
For a quick tutorial on how to produce a video using your phone:

How to Film Like a Pro with Android Smartphone (YouTube, 2021)

How to Film Yourself Using iPhone (YouTube, 2020)

Filming on Your Phone (UQ Library, 2020)

For a quick tutorial on how to edit a video:
How to Edit Video on Your Smartphone (YouTube, 2021)

Description of the student demographic and learning context
Students in this class are adults enrolled in the 3rd year undergraduate nutrition degree program. They are between the ages of 20 and 24 with the majority being White or Caucasian. All students have completed Grade 12 or the equivalent. Students in this program are educated in both the science of nutrition and the profession of dietetics in preparation for a career in dietetics and as a dietitian.

Learning Outcomes
At the end of this assignment, students will be able to:
1. demonstrate understanding of current nutrition recommendations by describing to the audience how to select healthier products in a grocery store setting.
2. demonstrate the ability to interpret and use the nutrition facts label to make informed food choices when grocery shopping.

Description of Learning Unit Preceding the Assignment
A food label provides details about its contents, ingredients, and nutrient composition. These requirements allow consumers to become more aware of what’s in the foods they eat and make informed food choices to help support their personal dietary needs – if they can interpret food labels.
For the learning unit preceding the assignment, students will learn how to interpret the Nutrition Facts label and other nutrition information listed on a food package. The topics include food labeling regulations in Canada, the Nutrition Facts panel, and descriptive terms, and terminology found on the label. Students will engage in a label reading activity to apply the knowledge they have learned. In addition, students will be provided with an overview of how to conduct a grocery shopping tour.

Core Contents: Learn to read and understand information about food labels to help make healthier food choices.

Learning Outcomes:
After completing the lesson, students will be able to:
• describe food labeling requirements in Canada;
• explain the three parts of a food label: nutrition facts, nutrition claims, and ingredient list;
• define terminology and key nutrients found on a food label: calories, serving sizes, %DV, CHO, protein, fat, dietary fibre, sugar;
• use Nutrition Facts including serving size and % Daily Value to evaluate the nutrient content of foods;
• interpret Nutrition Claims on food labels in Canada;
• identify food labelling education programs such as Health Check™, PC® Blue Menu™;
• describe common optional terms used on labels such as organic, probiotic, and genetically modified;
• use the food label information to make healthy food choices;
• locate online resources on label reading;
• highlight key steps in conducting a grocery shopping tour and be aware of resources available.

Rationale for using the media and criteria used in the rubric
The criteria for the video project are comprised of four components: presentation, knowledge of basic nutrition concepts, knowledge of Nutrition Facts label, and teaching skills. Key competencies are assigned to each component, for example, the ability to apply and integrate the concept of food and nutrition in the context of grocery shopping, the ability to provide accurate explanations of various components of a food label, ingredients, and nutrition claims, the ability to explain nutrition concepts as well as how to use a food label to make informed food choices. These competencies help to guide the process of tracking students’ demonstration of core knowledge and skills attainment; they are also required within the curriculum.