Issues:
- Key players have different agendas and expectations.
- Audience is not well defined.
- No clear objectives.
- Funding source and budget not identified.
- Media not identified.
- No key decision maker is identified.
- Course potentially requires instruction on content, computer use, and communications.
Perspective of Key Players
Julie
Knowledge of ISD procedures.
Worked in education setting in the past. Frustrated with lack of focus because
project is ill defined. Up against strong personalities with their own agendas.
Believes all key issues need to be identified before design phase can begin.
"Textbook approach", but may not be completely realistic.
Stewart
Looking for high visibility and success for TRLC. More management perspective
than technical Sights set on producing a CD-ROM.
Not as concerned with details of the key issues, believes its Julies job.
Sam
Interested in vocational training helping youth and farmers in the community. Very
busy. not interested in the details, but interested in outcome. Keeping his distance
because project is technology oriented.
Joe
Well-connected "good ole' boy", wants his radio material used, regardless of the
medium, and wants all youth in the neighborhood included. Believes project
contains too many new fangled ideas, such as integrated pest management.
Billie
Enthusiastic about Web technology.
Opportunity to be on the leading edge of technology. Understands current issues relating to agriculture Has experience teaching in the Ag Dept.
Knowledge of other courses can contribute to the curriculum design.
Jorge
Excellent understanding of the audience and good rapport with the students.
Emphasis is on mentoring and distance learning. Most concerned with at-risk
youth at FAYAP. Wants to education the youth in farm management.
INSTRUCTIONAL DESIGN ISSUES
Needs Analysis
Formal needs analysis was not performed, however, informal interviews with key
players and the focus group generated a consensus among the players:
Farm extension program wishes to continue initiative of helping local community with practical advice and problem-solving.
General agreement that new effort should be directed at youth of the community- specifically at-risk Hispanic youth.
In meetings with Jorge and from the focus group, Julie acquired sufficient information to do a preliminary gap analysis.
- At-risk youths current level of understanding of computer and Internet use, versus the level required for functioning in todays society.
- Their current ability to articulate technical concepts in English versus the level required for them to function effectively as Farm Managers.
- Their current level of understanding of the new and innovative agricultural subject of IPM, versus the level required for them to function at a leadership level within the farming community.
Julie's summary instructional objectives outline how instruction will address these gaps or needs.
Environmental Analysis
A farming community that requires practical help, instruction that teaches specific skills,
not just concepts. Probably very conservative, thus any new innovation needs to be
nurtured and enthusiastically diffused throughout the community. Encourage influential
leaders like Joe to participate in this diffusion process. Instruction must be seen by the
larger community as having some immediate and practical benefit.
Learner Analysis
From a textbook standpoint, incomplete and informal. Focus group yielded some valuable
insight into the learners. Part of focus is on practicing professional communication skills.
ESL students have insufficient time in the regular instructional environment to practice
English language skills ESL students experience more opportunities for practicing language
skills when they are talking with peers rather than with a teacher Population is gregarious
and works well in groups Not motivated to work individually.
Verbal and not focused on the written language, therefore, any type of communication
where the student has to rely on writing out their thoughts may be very problematic Farm management job involves some reading and writing, but is more focused on verbal and management skills. Group has limited entry level skills concerning content and communications skills No entry level skills in using computers. Learners content knowledge-base is derived primarily from anecdotal knowledge from family members.
Task Analysis
No input is provided as to the depth of the learning required It will involve factual, conceptual, and procedural knowledge.
Terminal Objective:
Ability to explain IPM strategies to potential users. Intellectual skill, with prerequisite
objectives involving declarative learning (the technical vocabulary, terms etc.) concept
learning, (recognizing different IPM strategies) rule learning (different strategies applied in
different situations) psychomotor learning (effective presentation)
Media Analysis
On-line Instruction, One-to-one Mentoring, Hands-on Activities. Based on information
available, WWW chosen as the main medium for transmitting instruction. Medium caters to
small group of learners and provides information to the community.
Evaluation - Formative
Expert review of Web site conducted by individuals who wrote the content material
referenced by Billie. Her class at college could review the preliminary Web content. Small
group of 2-3 of the at-risk learners reviews the material closely one-on-one for
understandability/reading level.
Evaluation - Summative
Responses of community members to the "Pest of the Month" solutions would constitute
an evaluation as to the success of the program. Boone Valley Daily Press could do an
article about the program which included interviewing farming community members to get
their feedback.
STRATEGIES
Assess the English language and basic academic skill level of the audience. Spanish
language support an option.
Learn to use the Internet in pairs supported by a mentor, (FAYAP is hiring someone with
these skills), to support each other, and help with text-based difficulties
Use interactive exercises with real world, familiar, and simple farm situations with vocabulary and technical terms embedded.
Declarative knowledge phase provides access to an on-line bi-lingual glossary of technical
terms. Provide E-mail capability . Generative form of learning allows them to feel that they
have more control of the process.
During concept learning, present new vocabulary embedded in different scenarios that they
will be asked to discuss. This allows experimentation with analysis of the concepts in a
safer, verbal environment with a supportive group.
Role playing with students adopting characters that fit into the categories cited associated
with diffusion of innovations (innovator, early adopter, early majority, late majority,
laggards).
Rule learning phase. Joe solicits a Pest Problem of the Month his audio show, packaged as
a case study, and presented on-line. Learners analyze case and discuss a possible IPM
solution off-line.
Present solution in text on the Web, for assess and response by Billie, to get them familiar
with written responses as opposed to purely verbal ones.
Development of the psychomotor skill of making presentations would consist of small
group practice and/or role-playing guided by a mentor, using audio and video feedback.
Present solutions to the Pest problem of the Month on Joe's radio show. Solutions would
be an IPM option to the problem, acting as change agents to help diffuse the IPM
innovation throughout the community.
Web site could contain vignettes of innovators in the community who were already using IPM in their farming. Ask for early adopters who tried some of their suggested solutions, to write in and give success stories.
Diffusion of Innovation Context
Program involves co-opting learners into agricultural outreach program as change agents. Diagnose problems from the community and present solutions using IPM concepts. Give recognition to those early adopters who may be able to influence the community, and begin to build an early majority who would begin using IPM techniques.
