Learning Designer
Feb. 2023 - Apr. 2023
Rise 360, Google Doc, Miro
International Taiwanese students
International students have been constantly craving their hometown’s cuisine but couldn’t find it authentic in any restaurants. Since most Taiwanese students seldom cook when they are in Taiwan, their cooking skills are usually terrible.
By the end of the lesson, students will be able to apply Chinese cooking techniques to cook at least one Chinese cuisine.
After conducting 2 interviews with Taiwanese international students, I learned all of them can make some easy meals. Even though it can quench the desire to have a familiar home taste food, it is still far from authentic. They need to learn some basic Chinese culinary techniques to elevate the taste of their hometown cuisines, making them more authentic
The learners’ cooking skills may vary: some are good at cooking while some only know how to heat an instant meal. The difficulty of the topic depends on the learners’ current cooking skills, prior knowledge, and motivations to learn culinary.
According to Jonassen et al. (1999), the task analysis process consists of 5 discrete functions: (1) inventory task (2) describing task (3) selecting task (4) sequencing task and task components (5) analyzing tasks and content level.
After the lesson is completed, some evaluation should be needed to loop back my design. I’d like to know if there’s any difference for Taiwanese international students to make their local cuisines. By following the course and making the dish step-by-step, are they able to cook better than before?
The current lesson can be more engaging by adding more diverse media such as videos. I’m thinking of incorporating social media as well, motivating learners to upload their cuisine photos and inviting others to join the activity.
