I used the “Oral Book Reports” (Unidentified & Meyers, 1967/1968) clip to practice on how to remove background noise. This clip has a lot of “humming sound on the background. By adjusting the default settings to the following levels, it removed the noise quite significantly.
• Noise reduction(dB) = 6
• Sensitivity = 6.0 (default)
• Frequency smoothing (bands) = 6
Listen to the following two clips to see the difference in the level of background noise:
Audio Player 1
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.
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 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:
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.
At the end of this assignment, students should be able to:
1. Demonstrate an increased knowledge of food waste and awareness of the need to reduce food waste.
2. Develop an effective educational tool through the creation of a narrated PowerPoint presentation on food waste.
Purpose of the Assignment
Food waste is a serious issue in Canada. Canadians waste $31 billion of food annually, and that half of the waste occurs at the household level. There are significant social, environmental, and economic implications for our society.
The purpose of this assignment is to develop an educational tool to raise awareness about food waste issues and offer strategies for reducing food wastage. Dietetic interns will create a narrated PowerPoint presentation on food waste reduction by incorporating multimedia elements to enhance learning. The final product will be used as an educational tool for community members working in the food services area.
Deliverables
Interns will work in pairs to create a 10-15 minute food waste educational PowerPoint presentation (with an audio narration voiceover) using background information provided to them. The PowerPoint presentation will be assessed for information synthesis skills, contents (accuracy, understanding of the topic), communication (quality of narration), and technical components (text, graphics, aesthetic appeal, layout, writing).
Process
Interns will use Microsoft PowerPoint to create slides and record audio narration voice-over for the educational topic.
Interns can review the steps of creating a narrated PowerPoint presentation here:
PowerPoint: How to Add Audio to Powerpoint on Windows 10 and Mac
Timescale
This is one of the projects that dietetic interns have to complete during their 5-week placement with the Health Unit.
During the first week, interns will review research and background information provided to them on food waste in preparation for the project.
During the second week, interns will create slides and search for images to be used on the slides.
During the third week, interns will develop a script, and set up timing for each slide.
During the fourth week, interns will rehearse, and record narration for each slide
During the fifth week – Interns will present the draft presentation to the preceptors. Interns will then modify their presentation based on the feedback received.
References
Provision Colition (2013). Developing an industry led approach
to addressing food waste in Canada.
https://provisioncoalition.com/assets/website/pdfs/Provision-Addressing-Food-Waste-In-Canada-EN.pdf
Schrock, K. (2019). Assessments and rubrics. Kathy Schrock’s Guide to Everything.
http://www.schrockguide.net/assessment-and-rubrics.html
Learning Outcomes: Audience will be able to identify and describe environmental, economical, and societal impacts of food waste and identify some steps to help reduce waste.
I used a PowerPoint template that I found on HubSpot to create my food waste infographic. The choices of template are quite limited with the free version. However, I managed to find one that could work with my learning goal.
Below are my attempts to increase the effectiveness of the infographic by applying a few of the strategies and rules put forth by Dunlap Dunlap and Lowenthal (2016) and Balliett ( 2011 ):
TYPOGRAPHY HAS ITS PLACE
Since some audience may find the topic uninteresting, I used a fun and eye-catching font for the title to create some excitement. Lines were also used to break up the content.
TELL A STORY
My infographic consisisted of three components: an introduction (a problem statement), a support piece (impact of food waste), and a conclusion (actions). This aligned with Balliett’s (2011) suggestion to tell a story on your infographic.
VISUALIZE THE HOOK
I placed the hook (What can you do to help?) at the very end of the infographic to grab more attention. Balliett (2011 ).
AVOID WHITE AS A BACKGROUND WHENEVER POSSIBLE.
Although white background should be avoided, with the free template, I was not able to change it to a different colour. Given the background is not completely white, readers should still be able to read it. Balliett ( 2011).
RULE OF THREE
I used three primary colours on the infographic: white, green, and red. Balliett (2011).
USE RELEVANT IMAGES
I used relevant images instead of decorative visuals. Dunlap and Lowenthal (2016).
CLEAR FOCUS
I had a clear focus and purpose for my infographic – food waste impacts and what we can do about it. Dunlap and Lowenthal (2016).
LENGTH
My infographic was no longer than two pages long. Dunlap and Lowenthal (2016).
MALLEABILITY
I incorporated reflection prompts and questions to engage the audience. Dunlap and Lowenthal (2016).
City of Hamilton (2016). Household food waste PowerPoint presentation to Community Food Advisors.
Dunlap, J. C. & Lowenthal, P. R. (2016, September 8). Getting graphic about infographics: Design lessons learned from popular infographics. Journal of Visual Literacy, 35(1), 42–59. https://doi.org/10.1080/1051144X.2016.1205832
Create a poster to show some examples of fibre-rich foods
Goal: The purpose of this assignment is to create a poster to show some examples of fibre-rich foods
Scope/Boundaries: This is an individual work activity. Students will create a poster using Microsoft Word to show some examples of fibre-rich foods they learned in class. Each food item must be clearly labeled. Students will search for food images from a list of websites provided. This poster is a living document, more fibre-rich foods can be added to the poster later on. Students can use the poster as a study aid to help them store information.
Tutorial: Students will be provided with a short demonstration on how to use some features in the Microsoft Words such as text box, WordArt, colour and lines, AutoShapes and how to insert images into a document.
Students will also be provided with the following websites to search for food images.
Climate change is a serious and urgent problem we face these days. You may have heard of the term “climate change” in the media many times. But do you know what it is and how it will affect us? In order to take climate action, you first need to understand the basics. In this lesson, you will learn a number of terms related to climate change as well as the causes and effects of climate change. In the next few lessons, you will learn many other aspects of climate change including the practical solutions that can help protect our planet’s future.
Learning Outcome
When you have completed this lesson you should be able to:
describe the terms “global warming” and “climate change” and identify at least three threats of climate change to the planet.
Instructions for Completing This Section
Review glossary on the Environmental Protection Agency website then complete Activity 1 as per given instructions.
Review the section content on climate change.
Watch the video presented.
Complete the three questions under Activity 3.
Activity 1. Basic Climate Change Terms
Look up the definitions of the climate change terms listed in the first column of Table 1 on the Environmental Protection Agency (EPA) website:
Complete the table below, write the definitions on the second column.
Table 1. Basic Climate Change Terms
Term
Definition
Climate Change
Global Warming
Greenhouse Gases
Greenhouse Effect
Methane
2. What is climate change?
Climate change describes a long term shift in the Earth’s climate including temperatures and weather patterns such as rainfall and snowfall.
Earth’s climate has never been static; it changes over long periods of time, moving in and out of ice ages and warmer periods. However, the pace of change in recent decades has been dramatically accelerating, causing worldwide concern. If we do not take steps to do something about it now, the detrimental effects on earth could be irreversible.
What is global warming?
Although the terms “climate change” and “global warming” are often used interchangeably, there is a subtle difference between two the terms. Global warming is the overall phenomenon whereby global average temperatures are slowly increasing. Climate change is the result of global warming. That is, as global temperatures increase, climatic conditions change in various ways.
Why is climate change happening?
There are various reasons for the rising Earth’s temperature, for example, greenhouse gases emanating from carbon dioxide (CO2) emissions, burning of fossil fuels, cutting down trees and destroying wetlands. The Earth gets heat from the sun. In the atmosphere, greenhouse gases like carbon dioxide trap this heat and keep it from escaping back to outer space. As carbon dioxide and other greenhouse gases build up in the atmosphere, they trap more of the heat that radiates from Earth’s surface as it absorbs sunlight. All this extra carbon dioxide is trapping more heat in the atmosphere, leading to substantial increase in temperature making and causing other climate changes, too.
What are the impacts of a changing climate?
The signs of climate change are all around us. You have no doubt seen many negative effects of climate change reported in the news by now, for example, extreme weather events, devastating flooding, widespread wildfires, and powerful tornadoes.
Climate change affects our wellbeing and the health of our planet. It is causing severe and widespread disruption and affecting the lives of billions of people around the world. Below are some examples of effects of climate change:
Heat waves – heat waves are a natural part of weather variation. However, they are expected to occur more frequently as the result of rising Earth temperature. This can lead to more heat-related illnesses and deaths.
Heavy precipitation and storms – heavy precipitation, such as rain or snow, is becoming more common in many areas. These changes can lead to droughts and fires in some areas, and flooding in other areas.
Sea level rise – the sea levels are constantly rising because glaciers and ice sheets are melting and seas are warming. Rising waters can threatening to inundate small-island nations, low-lying cities, low-lying, erodes shorelines as well as flooding and loss of many marshes and wetlands.
Threats to habitats and animals – wildlife can not survive without a healthy habitat. The effects of changing climate such as extreme temperatures, rising sea levels, flood can threaten the habitat of many plants and animals. Animal populations are gradually vanishing and may even extinct as there has been a widespread loss of their habitat.
Ocean acidification – extra carbon dioxide in the atmosphere is absorbed by the oceans, making them more acidic. This can have negative overall effects on many marine species, alter marine food chains and food supply to humans.
Wildfires – uncontrolled wildfires can be deadly, destroying homes, and wildlife habitat, and increasing carbon dioxide levels in the atmosphere. In addition, ashes destroy much of the nutrients and erode the soil, causing flooding and landslides.
Drought – a drought is a period with little rain and not enough water. If the planet keeps getting warmer, we can expect more droughts in some places which will make it harder to grow food.
Activity 3: Complete the Following three Questions
In the video, Campbell Baron talks about the science of climate change and how it might affect Canadian kids. Having watched the video, please answer the following three questions:
Does the term “climate change” mean the same thing as the term “global warming”? Please explain your answer.
Why do you think climate change is happening? Is it too late to do something about it?
Draw a diagram to show the cumulative effect generated by a rise in global temperature based on the video you watched.
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