Page 331 - Nutrition Counseling and Education Skills: A Guide for Professionals

1 4C H A P T E R

Summary

There is no doubt that use of instructional media enhances learning and retention from presentations while
also having the potential to enhance the speaker’s professional image. If you are not using at least five to eight
visuals, you may be considerably less effective in your educational delivery.

The rapid evolvement of technology is having a profound impact on education and teaching. Clients want
information right away, in small segments, and in easy-to-use formats. Food and nutrition professionals need
to keep abreast of these changes as they utilize instructional media.

Review and Discussion Questions

1. What benefits does the use of visual media provide in presentations?
2. What should be considered in planning visuals?
3. Describe the concepts of literacy and numeracy. Why should the readability of printed materials be assessed?
4. Why is it important to evaluate visual media as one uses them?
5. When training employees, why is it preferable to train them using the real object, such as a meat slicer, dish machine, cash register, or other

equipment?
6. What are some advantages of using computer-assisted formats for training and education?
7. What is the “rule of six?”
8. List at least 10 criteria for evaluating a presentation.
9. When would you use synchronous versus asynchronous learning? What is the value of each method?

Suggested Activities

1. Think about your earliest learning experiences. Can you remember any visual materials used by a teacher? Describe as much as you can
remember and state your age at the time.

2. Prepare a chart or poster depicting one idea. Write a description of your objectives and intended audience. Write a critique of your visual
explaining how you used art and design principles to enhance quality.

3. Prepare a video or webcast of a new employee procedure or a technique the employee needs to learn about. Some examples are procedure
training (kitchen sanitation, food handling, or handwashing), preparation of a recipe for a modified diet, or a session on normal nutrition.

4. Create a computerized slide presentation, inserting at least one graphic.
5. Assign one student or a group of students to learn to use various types of visual media equipment. Each should write a task analysis (see

Chapter 12) for the equipment and then train others in its use.
6. Select a commercially prepared visual media. Evaluate it in terms of its intended audience, objectives, effectiveness, art and design principles,

and cost.
7. View a media-based educational program. Evaluate it using an evaluation form from the instructor.
8. Describe how one could use food labels or another form of visual media in teaching.
9. Select two educational pamphlets. Critique the content using a readability formula, if available. Critique the visuals as well. Determine

whether the pamphlets can be reproduced and find out what the cost will be.
10. Using Box 14-2, make a list of limitations and advantages of each instructional media listed.

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