Design Document Reflections

#4)  This has definitely been an interesting process.  There has been so much information to read through, and at times it has been difficult to decipher what needs to be applied to my specific situation.  I figured a video presentation would work best with students in grades 4 through 6.  This type of presentation would allow them to view the material presented visually, instead of having to read through material.  At first, I wanted to present all of the information on the nutrition label.  After talking with my client, I saw how the time constraints would not allow for this to happen.  She felt like the two key components of the nutrition information would be sugar and sodium intake.  I did not necessarily agree with sodium intake, but she stated that many students are unaware of the sodium in the snacks that they eat.  My next step in the process will be to actually create the instructional material.  I know that I will need to rely on the SME and other resources to be able to present the information accurately.

#5)  I presented the design documentation to my client this week.  Overall, the meeting went very well.  I had to make a few changes, as she thought sugar and sodium were two key nutritional pieces that she wanted to present to the students.  She was impressed with the detail of my design documentation.  She felt that she could easily present the program in her physical education class.  She wanted more details on the exact look and information in the instructional materials, but I was unable to produce those documents for her at this time.  I explained that I would be able to show her the documents and let her review them per our schedule.

Page 193 #4 and #5

#4)  We started off thinking that we would create an education program for grades K - 6.  The SME (subject material expert) wanted to educate her students on the choices that they make when choosing their snacks at the school.  After further talks, it was decided that the younger students would not benefit as much from a program presented on the computer.  The students in grades K-3 would be intellectually capable of differentiating the choices available to them in our program.  Also, a trickle down effect might take place if our program manages to make changes in the choices of snacks with the older students, which could effect the choices of the younger students. 

#5)  I presented my project proposal to the client.  She was concerned if the students would be able to understand the nutritional definitions presented in the program.  I tweaked the standard definitions of many of the terms so that a 8 - 12 year old would understand.  I feel our initial meeting went very well, as I understood her main goal of educating the student on the choices of snacks in the school setting.  I think that if I had researched more on the elementary school snack nutrition I could have presented more information to my client.  Overall, the initial meeting went well, but with further research and planning, it will create an environment of more trust.