Biomimicry The Solution by Benji Laflamme

BIOMIMICRY: THE SOLUTION Benji Laflamme Houston Keil-Vine Zoe Worsnip

In 2050, 66% of the worldâ&#x20AC;&#x2122;s population is projected to be living in urban city centers. North America is one of the most urbanized regions, with 82% of its citizens living in urban areas. Industrial food production systems have created a disconnect between our consumption and its impacts on our health and environment. http://esa.un.org/unpd/wup/highlights/wup2014-highlights.pdf Community-based food systems, University of Michigan (3)

SHOPIFY STRATEGY

DEPARTURE POINT How can we safely release from our failing food system and stimulate the emergence of locally-attuned, responsive solutions?

OPPORTUNITY: A FRAMEWORK FOR CHANGE The goal of this project is to use the adaptive cycle as a guide to creating a flexible and resilient learning strategy to understand and evolve current food practices. We chose the cycle as the key pathway to releasing old conceptions of food, reorganizing individual priorities and growing the learned strategies to embed them in local communities. The report breaks down each section of the adaptive cycle as a module. The sections are focused on experiential learning through a studentâ&#x20AC;&#x2122;s individual strengths, with a particular emphasis on the process of meaningful reflection.

CANADAâ&#x20AC;&#x2122;S FOOD SYSTEM Canadaâ&#x20AC;&#x2122;s current food system is unsus-

Rather than overhauling a system with

tainable in that most practices instituted

so many dependent stakeholders, our

encourage short-term tactics over

proposal is to conserve the current

longer-term strategies. Many stop-gap

system while simultaneously

solutions, such as food banks, tend to

re-educating future generations and

worsen this issue by offering overly

slowly rebuilding a food secure system

processed or canned foods. As a result,

in Canada.

obesity has become a serious health issue across the country, signaling a lack of affordable and nutritious options. The health and environmental impacts of our overall food consumption requires nation-wide attention.

UNIVERSITY STUDENTS University students are at unique point

- Thirdly, many students have only

in their lives for three reasons:

recently left their home and are faced with many new responsibilities, with

- Firstly, they are in the process of

little to no contextual guidance.

openly acquiring new ideas through their courses, as well as exposure to new

This combination of factors presents us

groups of people.

with the opportunity to rapidly release them from their conservative food system

- Second, changes made at this point in

ideologies and present them with the

their lives have the ability to affect the

agency to reorganize in small communities

remainder of their lives, signaling early

to grow healthier eating habits .

prevention opportunities.

SHOPIFY STRATEGY

CORE OBJECTIVES

// 01

To provide people with the agency to make

NUTRITION &

educated food decisions, factoring in social

SUSTAINABILITY

// 02 COMMUNITY

and environmental health.

To contribute to the development of locally attuned “participatory food-management systems,” that allow individual differences and priorities.

// 03 FOOD SOVEREIGNTY

To practice within a healthy and ecological food system that emphasizes culturally focused, local food. Food sovereignty is a term coined by the Via Campesina movement as a reaction to the popular dialogue on “food security,” which has served to justify industrial farming on a global scale.

De Schutter, O. (2014). Report of the Special Rapporteur on the right to food (pp. 1-28). United Nations General Assembly. Suschnigg. C. (2012). Food Security? Some Contradictions Associated with Corporate Donations to Canada’s Food Banks. In Winson, A., Sumner, J. & Koç, M. (2012). Critical perspectives in food studies (pp. 223-247). Don Mills, Ont: Oxford University Press.

USING THE ADAPTIVE CYCLE The adaptive cycle will serve as a

the direct community within which it is

learning strategy to develop long-term,

implemented. The larger community’s

sustainable and nutritious behaviors.

cycle is much slower, yet will be

Integrating periods of collapse and

affected by the gradual changes made

reemergence into food behaviors allows

to the direct community.

for the development of continuous growth and release.

PATCH DYNAMICS

PANARCHIES

Patch dynamics serve to model heterogeneity within an ecosystem. In

Holling’s theory of panarchies is

order to maximize our effectiveness

used “ (...) to rationalize the interplay

in different communities, the theory

between change and persistence, (...)

of patch dynamics can be applied to

draw[ing] on the notion of hierarchies of

our learning ecosystem. The result is

influences between embedded scales.”

locally attuned systems designed within

In our system, panarchies contextualize

a community context. Patch dynamics

the proposed solution within a nesting

account for variation within systems,

set of adaptive cycles, representing

and allow for the use of different tactics

surrounding communities and

geared towards a particular audience.

individuals. The program will introduce a remembrance into the user, while stimulating a “revolt” or feedback loop onto the program. In turn the program will effect a “revolt” or restructuring of

SHOPIFY STRATEGY

THE SOLUTION IN CONTEXT

Communities that are not in directly contact with the solution but are within one degree of separation from the direct community engaging in the program.

Community that has formed as a result of having taken part in the program.

The solution encompasses our fluid program that exists as a resource for the engagement of communities and individuals.

The individual cycle refers to any participant in the program apart from their context.

WHO ARE THE STAKEHOLDERS? University is a pivotal time in

However there are certain archetypal

determining core values in food

roles that all students should research in

practices of emerging adults. The

order to discover the breadth and depth

student demographic in particular is

of their specific context.

already quite invested in expanding their knowledge base, while being in a unique

The archetypes we believe should be

position of change to consider new food

investigated include:

regimens. The Consumer: typically at the end of Studies have shown that an increased

the food production cycle, this role

understanding of food production

extracts the greatest amount of energy

has a direct impact on oneâ&#x20AC;&#x2122;s ability to

from food systems.

make healthy nutritional decisions and increases their desire to have agency

The Producer: supplies inputs to the

over their food supply.

grower, such as seed, manure, fertilizer and packaging materials.

It is therefore essential to create a system that allows students to realize

The Grower: manages the crop during

their contribution to the system they

its gestation period and is responsible

participate in, while giving them the

for harvesting.

opportunity to define their idealized roles in their food agency.

The Transporter: transports goods from the farm to distributors or customers.

It is important that students first recognize their role in the food

The Distributor: acts a port where food

ecosystem. Production systems

is collected at wholesale before it is sold

continue to evolve at such a fast pace

to individual consumers.

that it would be overly prescriptive to instruct students on which particular

The Spark: the figure that designs the

interviews or research topics they

crop, this can be either done naturally,

should choose.

by the farmer, or by a corporation.

SHOPIFY STRATEGY

WHAT IS OUR VISION? According to reports lead by PISA,

a competitive edge in the future

Finland is rated one of the highest

workforce.

performing countries compared to education systems around the world.

1// Learning anchored in real life

Finland’s students show one of the least variants between lowest and highest

2// Customized but connected learning

ranking, a testament to their balanced approach.

3// Learning is digital, learning is everywhere

Finland’s success story began over 40 years ago, with greater emphasis places on inclusivity over ability grouping.

Her values place emphasis on

The system had high standards for

education’s fundamental role in

everyone, successfully achieved through

preparing people for the future state

high-caliber teaching methods and

of our society. In our report, the values

individualized approaches.

outlined by Marjo Kyllönen are the foundation to our vision. Our goal is

Despite certain counter-intuitive

to leverage these long-term goals to

methods, such as late compulsory

achieve a system that could provide

school introduction (at age 7) and

a contextually relevant learning

lowest time spent in class, Finland

experience.

has one of the highest rates of postsecondary enrollments in the world. The Finnish education system is one that consistently strives for improvements, currently focusing on the gap between modern life and how schools operate. Marjo Kyllönen, Education Manager at General Education division in Helsinki, offered her insights on creating a student body that can maintain

USING MIND PATTERNS Dr. Markova introduced the the idea of Mind Patterns in her 1990 book, The

When considering the use of this

Open Mind. This method sorts all mental

method for a nutrition based project, it

activities into three learning categories:

had the benefit of being both simple to

Focused, Sorting, and Open.

test for, and easy to self evaluate. An online test comprised of three to six

Focused Learning: The exercise of

questions can be used to make an initial

solving a problem, through mental

assessment, and students can continue

concentration and limited scope.

to evaluate how natural each exercise is as they progress throughout the

Sorting Learning: The exercise of

program.

ordering information and categorizing it for future use.

By utilizing the mind pattern method, we can direct students to select

Open Learning: The exercise of creating

activities that they will find intrinsically

generative ideas.

motivating, and will result in skills be

EXAMPLE: STEVE

acquired and practiced in the most The Mind Patterns describe the ideal

natural way. Additionally by allowing

method to for a student to utilize one

students to select their own activities,

of these categories of exercises. The

and tailor their education to their own

Mind Patterns are Kinetic, Auditory,

learning styles, they gain agency over

Visual. Each one is assigned to a style of

their education and can practice skill

Learning creating 6 learning profiles.

acquisition in a supported context.

VISUAL

Focused Thinking

AUDITORY Sorting Thinking

By combining these learning styles

By pairing the mind pattern method

with the mind patterns of students, Dr.

with the Kolb learning method, we hope

Makova devised a method to efficiently

to increase feedback loops and continue

optimize activities for increased learning

to enrich the education experience.

outcome success.

http://www.cqthebook.com/ http://download.audible.com/product_related_docs/BK_RAND_004279.pdf

SHOPIFY STRATEGY

KINESTHETIC Open Thinking

USING KOLB’S EXPERIENTIAL LEARNING Kolb’s model for experiential learning

adaptive cycles within the modules,

was developed as a system for

such as releasing and reorganizing

understanding the way humans naturally

insights, acting as the necessary catalyst

learn from their experience. Certain

to transition from one stage of the

learning patterns are intuitively adopted

adaptive cycle to the next.

by people, and must be taken into account in the creation of the most

Presenting this applied theory in context

optimal learning experience for the

of a direct lifestyle change places the

largest number of people.

impetus on the learner to make the effort in order to establish agency in

Kolb’s experiential learning method was

the process all while contextualizing it

a natural fit for this system because it

through concrete experiences.

places emphasis on proactive learning by the user instead of a prescriptive style of teaching. The phases developed by Kolb mirror the phases outlined in the adaptive cycle, particularly in their cyclical approach. Kolb and Fry “argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral.” 1 (Smith, 2001). The revelatory nature of Kolb’s experiential learning style helps in creating smaller

http://www.resalliance.org/panarchy Wu, J., Wu, T. (2013). Ecological Resilience as a Foundation for Urban Design and Sustainability. In Picket, S. T.A, Cadenasso, M. L., McGrath, B., Resilience in Ecology and Urban Design: Linking Theory and Practice for Sustainable Cities, Springer, New York Smith, M. K. (2001, 2010). ‘David A. Kolb on experiential learning’, the encyclopedia of informal education. [http://infed.org/ mobi/david-a-kolb-on-experiential-learning/. Retrieved: 13/04/2016] Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.

KOLB AND THE ADAPTIVE CYCLE How can we safely release from our failing food system and stimulate the emergence of locally-attuned, responsive solutions?

Kolbâ&#x20AC;&#x2122;s cycle uses four stages to

creating and abstracting a concept of

complete one rotation. A rotation can

said experience.

The report breaks down each sectionbe started from either a theoretical point or a practical one, abstract of the adaptive cycle as a module. The sections are focused on experiential conceptualization or concrete learning through individual strengths,experience respectively. Kolb describes

Following the creation of an abstract concept based on an experience, the learner would begin to test the

with a particular emphasis on the

the phase of concrete experience as the

validity of the theory through active

process of meaningful reflection.

moment of apprehension from a direct

experimentation. The process naturally

physical experience whereas the phase

denotes the bounds and scope of the

of abstract conceptualization refers to

theory which are then applied into a

comprehension of a theoretical model.

new concrete experience starting the

2 (Kolb and Fry, 1975)

cycle anew.

After the concrete experience has occurred the learner would then enter the phase of reflective observation. This phase is an internal and personal deliberation on the previous experience and how it relates to the personâ&#x20AC;&#x2122;s preexisting schema setting up connotation. This stage opens the individual up to 12

SHOPIFY STRATEGY

USING THE MODULES The core of this document is a series

In addition to this was the influence

of activities that help students

of seminal work completed by Marjo

progress through the cycle of the Kolb

KyllĂśnen and Sir Kenneth Robinson.

experiential learning cycle within the

Their contributions to field of

context of the Adaptive cycle. These

education forecasting encouraged

descriptions represent non-prescriptive

our emphasis on group connection as

examples of activities that students

well as leveraging digitally connected

could engage with.

experiences. As a reflection of these core focuses, we believe that each of

Most pertinent however is that for any

the activities is best experienced in

activity completed, the student is able

concrete context. Meaning that in every

to reflect on the activity and critically

instance a student should do their best

evaluate whether their personalized

to first research their own environment

activity successfully met the learning

and larger ecosystem and tailor their

objectives of each individual activity

experience to match their resources.

section, as well as the objective of the

This could come in the form of field

overall module.

trips to farms and interviews with chefs. The success or failure of a student

The activities presented in this

to engage with this program can be

document offer a the critical analysis

greatly affected by their own ability to

of the authorsâ&#x20AC;&#x2122; collective 15 years of

participate and adapt it as they reflect

experience in postsecondary education

on what is working or not. Therefore

institutions, paired with the extensive

we encourage any and all modification

research on community-based

and adaptations as long as the learning

education initiatives, of which the most

outcomes are met.

contextually relevant ones can be found at the end of this report.

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

THE MODULES

SHOPIFY STRATEGY

MIND PATTERN CATEGORIES

VKA

VAK

KVA

KAV

AKV

AVK

RELEASE

How do I critically examine my nutrition habits?

AUDITORY

VISUAL

Concrete Experience Focused Thinking

KINESTHETIC

OUTCOMES

Journal personal eating

Listen to a podcast or

Order a fast-food

Personally experience

habits and map them

documentary highlight-

meal. Photo document

the environmental and

into the larger food

ing current issues facing

detritus post-meal,

nutritional impact of

systems at play, by

the food system. Lead a

document their physical

current food-related

Experience the

visiting one of the key

discussion on key issues

state.

behaviours.

negative effects

stakeholders in the

that directly relate to

of present food-

current food system.

personal eating habits.

Generate an infographic

Participate in a discus-

Create a video or audio

Reflect on how the

or diagram to explain

sion or debate about

piece alongside anoth-

new perspective can be

Open Thinking

evaluation process of

evaluating food be-

er team member to

assimilated into current

food-related behaviour.

haviours, taking note of

document their feelings

food related thinking.

Re-evaluate

Take note of how you

how each side affects

in making this evaluation

present food-

are affected by this

you.

framework, including

related behaviour

evaluation.

related behaviors.

Reflective Observation

the aftermath of their assessment.

Write affirmations and Abstract Conceptualization achievable goals related Focused Thinking Theorize and internalize

Create a mnemonic or

Create a series of phys-

Create a self generated

repeatable saying that

ical artifacts that can be

memorable theory of

to the new meaning

allows you to internal-

used alongside a saying

why old behaviors are

structure arising from

ize key takeaways from

that illustrates meaning

inadequate in this new

evaluation process.

structures arising from

meaning framework.

new meaning linked to

evaluation process.

present behaviors

Active Experimentation Sorting Thinking

Diagram how your

Construct a narrative

Practice planning and

Discover the scope

meals have changed as

for the new and old sys-

making new meals,

and bounds of what

a result of your richer

tems, taking note of the

based on new values and

is possible now that

objectives.

the old method is

interpretation of food

contrasts found in meal

Experiment with

systems involved in your

planning and making.

distancing from present

practices.

abandoned.

behaviours

End of module: self-evaluation on learning styles How would you rate the effectiveness of your activity in contributing to your understanding of the module on a scale of 1-5? If below 2, repeat trying a second letter.

REORGANIZE

How do I find knowledge to develop independent understanding of nutri-

VISUAL

AUDITORY

KINESTHETIC

OUTCOMES

Watch a documentary

Listen to a podcast or

Eat or make an ideal

Explore with an

or conduct research on

conduct an interview

meal that could be

attainable model of a

nutrition methods that

on nutrition methods

replicated in your daily

more sustainable and

are relatively close to

that are relatively

life.

nutritional diet.

your current context

close to your current

(geographical,

context (geographical,

demographic, etc.)

Create a sketchnote

Have a conversation

Practice completing

Reflect on the way in

illustrating acquired

about the new habits in

new activities while

which the new informa-

information while prac-

previously established

listening to a podcast

tion could displace old

ticing a new behaviour

behaviour space, discuss

that reflects on new

food behaviors

Re-evaluate how

then note new feelings

both sides of the issue

behaviours, write notes

current behaviors

and brainstorm future

about how the activity

changes.

could be improved in the

Concrete Experience Focused Thinking Experience an attainable ideal of nutrition.

Reflective Observation Open Thinking

could co-exist with new information

future.

Create a system map Abstract Conceptualization that reflects your new Focused Thinking Theorize and internalize a

Participate in a group

Create a series of phys-

Create a new mental

discussion, with the

ical artifacts that can be

model assigning priority

mental model of food

goal of theorizing new

used alongside a saying

to new and old food

behaviours and create

behaviours. Present your

that illustrate a new

behaviors

callouts indicating new

conclusion to a peer.

mental model and phys-

new mental model of food or changing information behaviors incorporating

ical alter them to reflect new information.

newly acquired information

Active Experimentation

Diagram how your

Construct a narrative

Practice planning and

Discover ways to

meals have changed as

for the new and old sys-

making new meals,

incorporate new model

Sorting Thinking

a result of your richer

tems, taking note of the

based on new values and

into the food searching

interpretation of food

contrasts found in meal

objectives.

process

Experiment with a newly

systems involved in your

planning and making.

reorganized understand-

practices.

ing of the meaning of nutrition

GROWTH

How do I embed these new habits into my life?

VISUAL

Concrete Experience Focused Thinking

AUDITORY

KINESTHETIC

OUTCOMES

Write a list of steps

Discuss new codified

Rehearse physical

Experience the way in

to codify new food

habits with a team

movements and

which the incorporation

behaviours

member.

write or discuss their

of the new food system

codification.

affects users lifestyle.

Experience an aided yet self driven instance of new food behaviors

Reflective Observation Open Thinking Re-evaluate the

Draw a comic

Have a conversation

Prepare a meal and

Reflect on the

documenting the all of

with a peer who

focus on how you feel at

implications of adapting

the different ways these

witnessed your previous

every step, contrast with

current lifestyle to

changes could impact

habits, discuss the pros

past notes.

include new food

your daily activities.

and cons of your new

way this new

behaviors.

habits and methods.

method impacts everyday life

Create a system map Abstract Conceptualization that reflects your new Focused Thinking Theorize and internalize a

Participate in a group

Create a series of

Create a new mental

discussion, with the

physical artifacts that

model assigning priority

mental model of food

goal of theorizing new

can be used alongside a

to new and old food

behaviours and create

behaviours. Present your

saying that illustrate a

behaviors

callouts indicating new

conclusion to a peer.

new mental model and

new mental model of food or changing information behaviors incorporating

physical alter them to reflect new information.

newly acquired information

Active Experimentation

Photograph a new meal

Construct a narrative

Practice planning and

Discover ways to

and illustrate a different

for the new and old

making new meals,

streamline new food

Sorting Thinking

method you could use to

systems, taking note

based on new values and

behaviors in order to

incorporate it into your

of the contrasts found

objectives, experiment

make the acquisition of

daily life.

in meal planning and

with new ingredients

the new habit as easy as

making.

and methods.

possible

Experiment with different ways to incorporate desired changes into lifestyle

CONSERVATION

How do healthy food choices become socialized?

VISUAL

Concrete Experience Focused Thinking

AUDITORY

KINESTHETIC

Journal a peer’s

Conduct an interview

Ask a peer what they

Experience the

eating habits and map

with a peer highlighting

had for their last meal.

difference between food

them into the larger

current issues facing

Order or replicate that

behaviors from a new point of view

food systems at play,

the food system. Lead a

meal. Document our

Experience the

compare with your

discussion on key issues

feelings and physical

discovery of

previously created

that directly relate to

state.

system map.

your personal eating

another person in a similar state that

habits.

the user started in.

Reflective Observation

OUTCOMES

Evaluate the difference

Have a conversation

Create a new meal

Reflect on non

between users, create a

with a peer in which you

influenced by the results

prescriptive ways in

document or illustration

discuss both sides of the

of the previous step

which the user can aid

that indicates the

issue and illustrate key

document the new

another person improve

Re-evaluate user’s

important differences

takeaways

recipe

their food habits

new skills user has

between them

Have a collaborative

Create a meal that can

Theorize and internalize

discussion with a peer

be published on social

the ways the user feels

in which you discuss

media, including key

they can be of help

potential future ways to

steps to making.

in another person’s

Open Thinking

learned in order for them to be passed along.

Illustrate changes you

Abstract Conceptualization system to realign it with could make to that

Focused Thinking

your ideal. Post it online

inspire others

journey towards a better

Theorize and internalize a

understanding their

model of action that can

food behaviors

inspire change in others

Active Experimentation

Create photo or video

Record a podcast

Participate in V category

Discover ways to

based recipe that serve

discussing your process

activity by helping to

implement the mental

Sorting Thinking

to instill new eating

and illustrating ways for

prepare the meal.

model and effectively

habits.

others to replicate it.

Experiment with different ways to help others enact change in their own lives

convey ideology to peers

SUCCESS AT SCALE The goal of this project is to use adaptive cycle as a systemic guide in creating a resilient teaching strategy for food systems. By using the cycle as a key pathway to releasing old conceptions of food, reorganizing individual priorities and growing the learned strategies to embed them in local communities. Specifically, the goal is to enable students to explore new learning techniques while building resilient food habits that can are being built in the context of and response to their communities and food systems. Additionally students are presented the opportunity to theorize about future changes to evolve the ecosystem and create feedback loops that can slowly adapt the new processes to meet future benchmarks. By combining the Mind Pattern system and the Kolb method, the student should be able to adapt the program to their specific needs and find the modules nonprescriptive enough to be adaptable to any context or environment. This has enabled the creation of a system that can grow and release as food systems adapt, and offer continuous reorganization to promote new learning experiences.

PRELIMINARY EXPERIMENTATION

SHOPIFY STRATEGY

PRELIMINARY TESTING In-order to evaluate the effectiveness of

participants to complete all three of the

our combined methods, we developed

focus activities. This was planned for

a single evening workshop to introduce

the additional value of testing whether

and prototype a portion of our course.

students could accurately assess

We leveraged access to a university class

their mind pattern style and if that

and performed the test with a subset

knowledge and a noticeable effect on

of intended future users. The group of

their classroom experience.

nine consisted of third and fourth year university students who had previously

The workshop was conducted by

explored projects using the biomimetic

introducing the students to the project

process, and were aware of current

(using this document and summary).

industrial food practices. This group

Workshop worksheets were printed and

allowed us to test the mind pattern

distributed to the students. They were

process and receive critical feedback on

instructed to visit cqthebook.com and

our explanation of the project mission

take the short mind pattern quiz.

and vision. This feedback was valuable

Then they began the three activities.

in two ways: it came from a group that is educated enough to critique our delivery, while being motivated enough to enroll in a similar type of course. For this workshop, we prototyped the introduction of our course and completed the first set of activities in the release module. This included working the group through the cqthebook.com mind pattern test and testing all three components (auditory, visual, kinesthetic) of the first focus thinking - release module activities. For this particular workshop we instructed

PRELIMINARY EXPERIMENTATION:

DEPARTURE POINT How can we safely release from our failing food system and stimulate the emergence of locally-attuned, responsive solutions?

The goal of this project is to use adaptive cycle as a systemic guide in creating a resilient teaching strategy for food systems. We chose the cycle as a key pathway to releasing old conceptions of food, reorganizing individual priorities and growing the learned strategies to embed them in local communities. The report breaks down each section of the adaptive cycle as a module. The sections are focused on experiential learning through individual strengths, with a particular emphasis on the process of meaningful reflection.

SHOPIFY STRATEGY

RELEASE MODULE PHASE 1 : FOCUSED THINKING THROUGH

Activity one: VISUAL

Students were provided with a

Activity three: AUDITORY

Students were shown a

seven day blank meal planner and asked

series of trailers and excerpts from

to report their last few days of meals. As

documentaries meant to challenge

they were recording their meals, images

a viewers eating habits. They were

of potential foods were projected onto

chosen for their brevity and perceived

the main screen in the classroom, in

proficiency in delivering auditory

order to facilitate visual recall of their

information.

meals. Students were challenged to

reflect on the meal choices for the

Lastly, Students were asked to critically

week by identifying their strengths and

evaluate the workshop and provide

weaknesses were, and current cravings.

feedback on degrees of effectiveness and recommend alterations for the

Activity two: KINESTHETIC

While students completed

future of the project. This workshop deviated from the

their break, the facilitators purchased

intended course in a number of ways,

a variety of snack foods that

these adjustments may have had an

corresponded to the cravings of

effect the facilitatorâ&#x20AC;&#x2122;s ability to convey

recorded by participants. When the

the value of the course.

students returned, they began the second activity. This included consuming the food and documenting (with picture or video) the act of eating, describing how they felt before during and after consuming and record any waste that was generated from the meal.

http://www.cqthebook.com/ http://download.audible.com/product_related_docs/BK_RAND_004279.pdf

DEVIATIONS AND LIMITATIONS 1. Students were all asked to participate

to successfully predict their most

with the same activity, no licence was

preferred activity. The other three

given to modify or personalize the

suggested similar activities would be

activity. This was done for the sake of

more impactful for them. Only two

consistency in the reported data.

of the participants strongly disagreed with the activities they were asked to

2. Students completed three times as

complete, this can to a certain extent

many activities as they would normally

be attributed to previous knowledge

attempt in one sitting. This was done

of nutrition and potentially being an

to provide an additional degree of

incorrect fit for this program. Two

comparison and reflection to the

students felt that the CQ mind pattern

students.

test was not complex enough to be able to critically determine their learning

3. The workshop was performed at

style.

night, which was the regular class time, but it represented a small portion of the

Overall eight of nine participants

day rather than an entire day of activity.

enjoyed or greatly enjoyed the workshop, and commented that the

4. Students did not sign up or express

activities had successfully encouraged

previous interest in participating, they

them to better reflect on their eating

were asked to volunteer.

habits. .

EVALUATION Recorded surveys were collected and analysed by the facilitators. Overall, nine of the participants correctly filled out the activities and the evaluation. One student was unable to complete all of the activities. Of the eight remaining, five found the mind pattern was able

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FUTURE SCALING In order to expand this program to a

community can be built. As our literary

tested) and it was concluded that a

larger scale, we must critically examine

previously demonstrated, a studentâ&#x20AC;&#x2122;s

greater emphasis should be placed on

the feedback given from the prototype

eagerness to change their eating habits

the reflection activities of each module,

class. One conclusion is that further

is a more effective indicator of future

the goal being to encourage students

testing and examination is needed. A

success potential than their initial

to critically evaluate all aspects of their

larger pool of test participants may

knowledge of nutrition science. We

experience and relay that information

be able to provide a greater sense

contend however that the material

to the facilitators so that the course

of community and support between

has been prepared for the correct

can continually grow and adapt with

students as well as a larger pool of

age group and that the activities are

the student experience. Similarly it

feedback data. This larger test group

successfully targeted to the University

was noted that a greater degree of

may also be able to critically examine

demographic.

good food habits could be provided at

the quality of some of the kineasthetic

each step in order to give students a

activities and be able to evaluate which

When it comes to addressing the

of them are more and less applicable.

feedback that the mind pattern test

motivational goal for the activity.

did not accurately detect some of the

Overall the workshop prototype was

Overall the kineasthetic activities

participants learning styles, it became

well received and it would appear as

have proven to be the most variable in

clear that we should at the very least

though the mind pattern method can

effectiveness with testers.This means

side by side comparison of the current

successfully predict which activities will

that they were scored as being most

version to the extended version found

be most impactful for student learning.

impactful and least impactfulby various

within the book. This could be initially

participants. By increasing the scale, we

tested by dividing a larger group in half

In the future, we look forward to scaling

will also be able to better examine the

and testing the perceived effectiveness

the programming and testing it on

usability of the chart format and alter its

by both groups.

larger audiences over a longer term

layout for future use.

basis. Lastly in the introduction to the project,

When the test is administered, it will

the facilitators, received feedback

become more pertinent to profile

on the overall layout of the course

participants in order to ensure that a

(though the entire course was not

SELECTED RESOURCES

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Building a community-based food system: case studies and recommendations, Mary Story, Karen M. Kaphingst, Ramona Robinson-Oâ&#x20AC;&#x2122;Brien, and Karen Glanz, Annual Review of Public Health, Vol. 29: 253 -272 (Volume publication date April 2008) In this 2009 report presented by the University of Michigan, the concept of community-based food systems are discussed through an analysis of 15 case studies across North America. The main focus of this environmental scan is to understand what challenges are faced by different business models and the lessons which lead to longterm growth. From these case studies, a compilation of short, mid and longterm recommendations are made for any community to establish the building blocks to changes within their food system.

The structure of this report presents an interesting approach to acquiring knowledge and applying it to specific contexts, by using different aspects of each model to properl y formulate a locally attuned solution. Our own report will, in many ways, reflect this pattern of learning and contextualizing.

The report discusses the Toronto Food Policy Council, a committee that has dedicated to being at the forefront of systemic and policy changes in Toronto, including refining agricultural practices of the region. According to this report, a food policy committee is at the heart of achieving long-term goals, and should be implemented in regions such as Detroit, where food deserts give many low-income residents have little access to nutritional food.

Food, Culture & Society, An International Journal of Multidisciplinary Research, Volume 17, Issue 4, 2014 pages 615-627 Author Anne Marie Rieffestahl that food habits are inherently social and cultural phenomena. In order to follow a long-term change in food habits, these two concepts must be placed at the forefront of nutritional approaches. Rieffestahl discusses popularity of the “Super-Healthy Family,” diet presented by journalist Ninka Bernadette for the Danish population to understand the most important motivational hurdles families and individuals have in adopting new ways of eating. Barriers to current adoption of healthy diets include the “scientification of food,” whereby health and pleasure are seemingly placed in opposition of one another. Rieffestahl argues that sensations and memories play an vital role in our relationship with food and that complexification leads to early abandonment of resolutions. In addition, social strain can sometimes be involved when abandoning cultural staples, leading to feelings of exclusion. This study demonstrates the necessary unlearning and relearning process involved in changing one’s food habits, requiring the acquisition of new sensations and memories.

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Rieffestahl advances a much more intricate notion of “motivation,”by tying them to a cultural and highly cerebral sense of being. The experiential nature of our project must take into consideration the past experiences of participants to successfully create an environment for change.

Brug, J., Oenema, A., & Campbell, M. (2003). Past, present, and future of computer-tailored nutrition education. The American Journal Of Clinical Nutrition, 77(4), 1028S-1034S. Retrieved from http://ajcn.nutrition.org/ content/77/4/1028S.full In this article the authors examine the role of motivation and its effect the success of different food nutrition education program. Notably the conclusion is that very few of the programs were effective at changing the behaviours of participants even when there was fully compliance and exposure to the program. They only students that were being positively impacted by the education programs were those that entered the program looking to change their habits and increase their food knowledge. It is speculated that this is because the students invested had the motivation to continue investigating the subject and â&#x20AC;&#x153;search for themselvesâ&#x20AC;?. In order for our program to be successful in radically changing the way people think about their food security there must be a degree of initial buy-in from the students participating. Positioning this course as a university credit, would therefore build-in buy-in because students would have to willful select to participate in the program and would be invested financially in participating. Based upon this study it is not sustainable to continue focusing

this project on any user who doesnâ&#x20AC;&#x2122;t have a small amount of interest in change. The best way to address that population is to begin changing the community context that they make decisions in, which is our future goal for a generation exposed to this course framework.

Elizabeth Weiss Ozorak (2013) â&#x20AC;&#x153;We All Have to Eatâ&#x20AC;?: Experiential Learning in Courses on Food and Hunger, Journal of Prevention & Intervention in the Community, 41:2, 97-104 DOI: 10.1080/10852352.2013.757985 Ozorak discusses the success of a community-based learning methodology in teaching a University course on food & hunger in society to first and third year psychology students. The authorâ&#x20AC;&#x2122;s approach parallels our own in that she tackles food security as a multifaceted issue connecting the personal, social and environmental health of a community. In her course, students are introduced to a context-rich definition of food and hunger, by addressing nutrition, sustainability, community and economy through workshops in local markets and farms. Activities include making a real meal plan for a family, and visiting local farms to understand processes and properly reflect on the economical advantages of local production. A qualitative analysis of student surveys revealed that the experiential portion of the course was most well-received and stimulated long-term resolutions. These preliminary surveys highlight the potential behind experiential programs in shaping the health of people and their environments. Although a select few chose to change their vocational paths based on this notion of sustainability, the long-term

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Nutrition Transition and the public-health crisis: Aboriginal Perspectives on Food and Eating - Debbie Martin The ‘Nutrition Transition’ describes populations that have rapidly experienced increased rates of chronic diseases as the result of ‘unhealthy’ foods. Martin calls for a more ‘nuanced’ view that studies the social context that these decisions are being made in. Providing the “correct” food information has a limited impact on the overall health of participants, a connection to the community is required to add value to the nutritional information. Martin poses that local food culture has been developed to simultaneously support what the region can produce and nutritionally provide for the inhabitants. Over time what has developed is a diet constructed from the least resource intensive / lowest energy food sources. Historic diets therefore provide keys to designing effective diets that can be locally and sustainably produced. By examining the role of traditional Canadian diets and allowing students the opportunity to witness the effective of diversified farming practices we hope to be able to create this more ‘nuanced’ view of potential contexts. It is going to be critical that we examine most sustainable food sources in the future as our inputs (energy, time, literal resources) become more scarce and valuable.that are smaller and more

agile with a greater diversity. These characteristics can help us design the food system that could be experienced in Collingwood.