Instructional Design Document

Target
Audience/
Learner Profile

Demographics

My target audience are 16 and over, Japanese language students, tourists, and food enthusiasts. This course is for both the casual learner preparing for a trip to Japan to the serious beginning Japanese language learner seeking to expand their cultural knowledge and food palette.

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This course is inclusive in its target, all genders, educational and ethnic backgrounds.

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Background knowledge/Disposition/Skills

The audience is familiar with Japanese food and seeks to expand their appreciation and knowledge through language acquisition. Or the audience is a beginning Japanese language learner who loves food and seeks to review and supplement their learning around dining, eating, and cooking.

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Works cited, Week 2

Course Type

Combination of food culture survey and language learning course

This course is a hybrid between language survival and food culture guide. It seeks to introduce the curious student to the whys behind its cuisine. While exploring the dining landscape, the student will learn to identify different food establishments in Japan and types of Japanese cuisine. The course will further identify food origins and the integration of other cultural influences into the domestic sphere and public establishments.

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The course prepares the student to navigate the dining landscape:

• introducing common kanji-kana words

• providing common key phrases for communicating when dining anywhere in Japan.

• introducing vocabulary identifying food categories and items found on menus and on display at food establishments

• ​differentiating between different establishments along the continuum of casual to formal and the type of clientele it attracts

• introducing apps that help decipher the environment on the fly​
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Audience analysis

• Tourists seeking to explore their dining options at Japanese restaurants

• Beginning language students seeking a language learning supplement that focuses on food culture

Works cited, Week 3

Course Modality

Asynchronous online

This course emphasizes a self-paced structure encouraging curiosity and exploration around the topic of Japanese food from its native washoku cuisine to multicultural influences in the Japanese contemporary palette. It is thus asynchronous, beginning with a generalized overview of some history and cultural contexts for the cuisine. It then addresses common basic sentence structure and (survival phrases) and explores the philosophy and approach of washoku. From there, we explore the dining landscape of Japanese food and its dishes, menus, and atmosphere. 

Learners can go at their own pace, get assessed for knowledge retention, and post their first-hand experiences with recommendations. Synchronous may also be possible in the future once I have a series of offerings with audience interest in having live sessions online. Synchronous breakout rooms would enable students to practice their dialogue in real time.

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Asynchronous with video presentation allows the learner to watch and get language training at their convenience. Infographics will identify different components of a dish or items within a restaurant or table setting. Alt text will provide background information for visual scanners. Much of the information will be available as text for English as a second language learners and the hearing impaired. 

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The course seeks to foster community through student participation on food dialogue scenarios and sharing images of meals they enjoyed and recommending eating establishments. This seeks to promote diversity and hybrid influences that enrich the learning experience based on the audience participating at the time. Discussion presents opportunities to learn from each other and present cultural insights from various traditions.

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Technical requirements & supplies

Enough bandwidth to stream video. This can be done from a smartphone as well as a laptop or desktop. Access to a camera (or webcam) will enable the learner to dialogue with another partner for synchronous interactions. 

• Reliable high-speed internet connection

• Access to Canvas 

• Hardware: PC, Mac, Chromebook, or tablet, speakers, microphone, webcam, smartphone for video

• Software: Mac OS 10.4 or newer, Windows 10 or newer; (optional) video editing software such as DaVinci Resolve, CapCut, and Adobe Premiere Rush; Japanese language inputting tools

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Works cited, Week 3

Course Learning Outcomes (CLO)

Terminal learning objectives

By the end of this course, students be able to:

1. Identify iconic Japanese dishes and explain how they came to be (Japanese food within a historical context) (Aligns with WLO1, WLO4)

2. Define the five key principles of washoku (traditional Japanese cuisine) and identify imports incorporated into domestic cuisine.​ (Aligns with WLO2, WLO3)

3. Define washoku food philosophy behind diet, nutrition, cooking, presentation, and dining rituals. (Aligns with WLO2, WLO3)  

4. Compose inspired daily meals, based on washoku food composition, such as bento and teishoku (Aligns with WLO2, WLO3)

5. Follow dining etiquette and order and share a meal using key phrases. (Aligns with WLO3, WLO5)

6. Employ Japanese vocabulary in ordering menu mainstays and identifying key ingredients in washoku (Aligns with WLO5) 

7. Navigate the dining scene in Japan identifying different types of food establishments for various budgets and occasions, from low to high end. (Aligns with Module 2, WLO)

8. Use key nouns, adjectives, and verbs used for dining and eating and identifying foods (Aligns with WLO5, WLO of Module 2 + 3).

Course Outline

Module 1: Japanese food culture & history: an overview

Oishii!! opens with an introduction to Japanese food through an overview of its history and contemporary food landscape.  Japanese food has three categories: washoku (native), youshoku (Western), and chuuka ryouri (Chinese) plus more recently, esunikku (Ethnic cuisine), to account for native and adaptations from foreign influences. We look at food philosophy and cultural significance of food: overview  

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Objectives: Japanese philosophy and historical influences around its adaptive food palette and gain basic food vocabulary

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Cultural Insight:

• History of Japanese food (the washoku, youshoku, and Chinese food tripod) and how the contemporary food scene evolved to its present day

• Origins of some iconic dishes: sushi, gyoza, ramen, curry, tempura, etc

• Japanese daily dining habits: breakfast, lunch, and dinner options in the urban centers.

• Washoku philosophy and its five key principles: 5 colors, 5 flavors, 5 ways, 5 senses, and 5 outlooks (Zen Buddhism: rules for partaking food)

• Basic etiquette – importance of respect and politeness (from 5 verses)

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Vocabulary

• Basic vocabulary: 和食 (washoku, meaning "harmony of food" Japanese food)、洋食 (yoshoku, Western food)、食べ物 (tabemono, food) and synonyms, like ご飯 (rice)、飲み物 (nomimono, drink); breakfast, lunch, and dinner

• Five+ colors: 

• 一期一会 (Ichi go ichi e, mindfulness principle)​
   

Key phrases

• Etiquette: 頂きます(itadakimasu) and ごちそうさまでした(gochisousama deshita)
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Grammar focus

• Basic sentence structure ((subject+) object + verb)
  Example: すしが好きです。((I) + particle ga + sushi + like)

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Activities

• Role play dining scenarios at home and dining out + etiquette

• Discussion: Japanese dining customs vs. student's countries; student's experiences with washoku dining if any

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Module 2: Dining out – from daily dining hall to high-end special occasion.

We tour dining options in Japan at urban centers: daily habits to special occasion destinations as well as basic etiquette. 

• や ya store: Different types of cuisine establishments, ambiance, and clientele (combini, yakiniku, ramen/udon, family restaurants, izakaya, kaiseki/ryokan, specialty restaurants serving only one type of food such as teppanyaki (okonomiyaki, yaki udon), takoyaki stand tonkatsu

• (Info graphic) Image of a dining establishment and vocabulary of elements in establishment 

• Menu vocabulary (example): appetizer, entree, dessert

• Basic phrases for ordering a meal and inquiring about menu items (referring to near to distant items: kore, sore, are, dore)

• Food related expressions and idioms, part one
   

Dialogue

• Ordering scenario: 何名様ですか。Nan mei sama desuka? How many people are there?

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Key phrases

• Would you like a drink (humble, what server may say) 
  飲み物は、いかがですか。＿＿＿＿＿

• I would like ＿＿＿＿.
  ＿＿＿＿をお願いします。＿＿＿＿ o onegaishimasu
  or ＿＿＿＿を下さい　＿＿＿＿ o kudasai 

• あの。。。Ano... (excuse me: getting attention of waitstaff

• What is this?これは、何ですか？Kore wa nan desuka? 

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Vocabulary

• Counting & counters (link)

• Allergy, lactose-free, vegetarian

• Descriptions: hot, warm, cold, spicy, 

• Cooking method and taste descriptions (next module)
   

Grammar focus

• Basic phrases for ordering a meal and inquiring about menu items (referring to near to distant items: kore, sore, are, dore)

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Module 3: Dining in – etiquette and food ways

We explore washoku principles in action in the home cooked teishoku and high-end kaiseki style meal and conversational expressions

• Ingredients: Sourcing and seasonality – bounty of sea and mountain 

• Common ingredients: miso, shoyu, gohan (rice, kome, rice grain), yasai, sakana, niku

• 5 ways (cooking): 煮る(niru, boil), 焼く(yaku, grill), 揚げる(ageru, fry), 蒸す(musu, steam)

• 一汁三菜（Ichi juu san sai): なますNamasu (raw in vinegar), にものnimono (boiling or stewing), and yakimono (flame broiled)

• Most common washoku food composition: proportions of teishoku, onigiri + miso shiru (versatile) – professional housewife paradigm 奥さん (full-time labor of cooking vs. grab-and-go lifestyle)

• Regional specialties

• Nutrition + cooking education in Japan: Government funded NHK programs
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The module covers key expressions to communicate food related issues

• おなかがすいた (I'm hungry, or my stomach is empty)​

• ​お腹いっぱい (I'm full, or my stomach is full)

• Food related expressions and idioms, part two

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Further studies: Regional specialized cuisines within Japan

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Learning Objectives
(Weekly learning outcome, WLO)

Module 1: Introduction to Washoku and Five Principles

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By the end of this module, students should be able to:

1. Explain the cultural initiatives behind contemporary Japanese food culture over time. (Aligns with CLO1)

2. Explain Washoku philosophy and how it's applied in food composition, choice of ingredients, food preparation, and consumption rituals. (Aligns to CLO2, CLO3, CLO4)

3. Evaluate 5 principles of washoku for their own daily culinary and dining practices. (Aligns to CLO3, CLO4) 
4. Outline contemporary Japanese cuisine drawn from historical influences: the Chinese-Western-Japanese tripod. (Aligns with CLO1)
5. Communicate using basic food and dining vocabulary. (Aligns with CLO6, CLO8)

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Works cited, Week 7

Learning
Activities
&
Assessment
Strategies

Module 1: Introduction to Washoku and Five Principles – Sequenced activity & assessments

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Sequential learning activity and corresponding assessment 

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1. PRE-ASSESSMENT

   • Self-assessment survey: demographic info (data collection), background with Japanese food and language, whether for eating or cooking, reason for taking course (collected as multiple choice) – starting point

2. ACTIVITY: Interactive narrative slide show (presentation) – WLO1

   • An overview of Japanese food history and philosophy behind washoku

3. ACTIVITY: Video or narrated slide show (lecture + presentation) – WLO2

   • Five principles of washoku will be presented in text and image format as well as a video or animated slide show 4-7 minute blocks

4. FORMATIVE ASSESSMENT – WLO1

   • Discussion topic: Self-reflection prompt on prior experience of and impressions of Japanese cuisine and their own reasons for learning about it. 

5. FORMATIVE ASSESSMENT – WLO2

   • Quiz questions on Japanese food history trivia + five washoku principles.

   • Discussion topic: Self-reflection – From sourcing seasonal local ingredients to mindfulness, relate 2-3 principles to your own dining and culinary practices.

Works cited, Week 5

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Future
Learning Activities & 
Assessment Strategies

Activities will be comprised of lectures/presentations and dialogue around food scenarios and experiences. Discussion topics further build community and social presence around self-reflection, cooking, and dining experiences and philosophies. Flipped classroom may be a possibility for a future synchronous classroom where students collaborate on cooking strategies and dishes.

Assessments will take the form of quizzes, discussion topics, peer review, and a final video demo.

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Game-based learning: Quizzes 

• Quizzes on factual information of above sections, multiple choice and true/false and matching. Students progress to scenario-based questions at the end that test their knowledge in novel contexts.

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Hands-on activities: Dialogue, building vocabulary, and self-reflection 

• The heart of this course would be language and expansion of knowledge of Japanese food culture. Students expand on any of the content presented, focusing on a particular Japanese restaurant for etiquette or menu offerings, or even write or present their own recipe for assessment. In progress photo can serve as proof of authorship. OR Do a video tasting or narrated video presentation of their creation. They can review the results and offer what they would do differently or what made it work well.
  
  Students write a process report and how it supports washoku principles. Scaffolding: Students will begin with basic rice preparation and onigiri (rice ball) and miso soup preparation and work their way through more complex techniques.

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Discussion: Peer review example

• Peer review is intended to foster student social presence and ultimately group cohesion in building community. Through the reviews that culminate in a final group project, students gain the benefit of learning from other's discoveries and mistakes, and for inspiration.
  
  Students first summarize washoku principles as a navigation point. The learner can first recreate the same recipe from the demo. They can then add their variation on it. For example, students can recreate onigiri from a video demo, choosing a traditional or more contemporary seasoning/flavor profile. They can provide background on the ingredient, its origins, nutritional value, and flavor profile, as well as how it achieves umami. This can then be peer reviewed by classmates creating dishes in the same category. Peers can assess according to a rubric based on inclusion of: nutritional value of 2-3 key ingredients, cooking technique chosen, and seasoning. Students can rotate on different dish categories each week.

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SUMMATIVE ASSESSMENT: Peer teaching –

• Final project with rubric: instructional Japanese cooking video our video tour of a Japanese restaurant. Or food dialogue acted out by partner groups. Student would then conduct a learning video demo for a final peer critique. This would foster social presence for better engagement and accommodate student’s limited time and resources.

Works cited, Week 5

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Subject Matter Expert(SME)/Resources

Subject matter expert will be authors Katarzya Cwiertka and Elizabeth Andoh whose books this course is based off of (listed below). I myself have been traveling to Japan every other summer since the 80s. I hope to bring my own first-hand experience growing up in a Japanese household in the U.S. then attending some schools there as a student then English teacher, then parent to kids who did some schooling there.

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Andoh, Elizabeth. Washoku: Recipes from the Japanese Home Kitchen. Ten Speed Press, 2005. 

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Cwiertka, Katarzyna J. Modern Japanese Cuisine. Reaktion Books Ltd, 2014.

Omote, Yoko. Onigiri to Misoshiru Dake [Only Onigiri and Miso Soup]. Wani Books Corporation, 1 Feb. 2023.

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Otowa, Kazunori. Yasai Ga Oishii Deli no Aidea 191 [The Deli with Delicious Vegetables' 191 Ideas]. Maruyamaken, 25 Apr. 2023. 

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Reynolds, Betty. Japan Eats! Tuttle Publishing, 1 Aug. 2020.​

Instructional
Design Model

ADDIE/Rapid Instructional Design hybrid would be the model I choose for my minicourse. This is due to the fact that I am mostly working alone with two references and my own experience growing up in a Japanese household. I am also a newbie so I want to understand firsthand the "grammar" of instructional design models by starting with ADDIE and modifying it with Rapid, which is more of an approach than a model.

Once I get my hands on Adobe Captivate or Articulate 360, it might make sense to switch to a rapid prototyping model using the linear content that Oishii will be. There will be an overview with modern food history with dining out and dining in as themes for exploring in Japan. As I do see the project becoming iterative with user testing, there will need to be simultaneous stages and definitely some prototyping to present my work to my SME. But for now, I am working with my own experience as an online learner and online course writer while applying Gagne's Nine Events of Instruction.​

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The timeline for production would be between 8-16 weeks (not sure how integrated its production is with the learning), which is a narrow timeframe to achieve the stages below, so blending Rapid Instructional Design with ADDIE will be a way to learn as I go. 

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Analyze – Knowledge gap: Assessing the needs of various target groups listed above, through designing a learner feedback mechanism in assessments. Determine scope of course, resources, and learning objective

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ITERATIVE CYCLE STAGE ONE: DESIGN -> PROTOTYPE -> REVIEW

APPROVAL LEADS TO POPULATING WITH ACTUAL CONTENT

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ITERATIVE CYCLE STAGE TWO: DEVELOP -> IMPLEMENTATION LEADS TO TESTING + LEARNER FEEDBACK -> REVIEW FEEDBACK LEADS TO UPDATING CONTENT

See information graphic below.

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DESIGN – (1. preliminary motivating activity, 2. course presentation, 3. practice (cooking), 4. post-activity assessment, summary)

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PROTOTYPE/DEVELOP – Prototype of all components (stage this rather than final for SME approval) then rinse and repeat between design/prototype/review and develop/implement/review

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IMPLEMENT/TEST – Once the iterative prototype has been swapped with actual content, development cycle would kick in. In the development cycle, testing can take place in-house for review. Once implemented, learners can evaluate and provide feedback on effectiveness of learning experience. This could then be integrated into future development.

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REVIEW/EVALUATE – Review indicates in-house testing and corrections; evaluate indicates learner input. Surveys can be embedded in course for formative feedback (clarity, impact, feasibility) and "smile sheets" can prompt summative feedback at the end on learner satisfaction. Both enable further developmen

Works cited, Week 6

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