Introduction
The issues include: First, confusing and contradictory project goals. Is the purpose
of the instruction to: teach IPM, provide information on grape production, create an
outlet for radio script distribution, reach adult learners through distance education,
or mentor Hispanic students? Or is the goal of the project to produce technology for
technology's sake? One of the case characters refers to the project as a "diffusion
issue." But who is the intended audience? Is it the students? The community? The
provost? And, in considering the audience, is there sufficient entry knowledge
(computer skills) and tools (computers) to support or scaffold the learning process?
A third issue, related to the first two, involves the scope of the project. Should it
focus more narrowly on one of the stated project goals? Or should it have broad
appeal and subject matter? A fourth issue is time. If the project is to encompass all
of the stated goals, is there time to complete it and will it be ef! fective? And fifth, is
there enough money?
Perspectives
Stewart Washington, seems most anxious to proffer technology as the solution. He
lends credibility-his stamp of approval is necessary.
Julie Tatano takes a more measured approach. She strives to achieve cooperation
and consent among all the stakeholders, artfully steering discussions back on
course as they continue to divert.
Billie Redmond, is the first to articulate a specific project goal. She is interested in
gaining visibility for her college and funding for the project.
Sam is more conservative and traditional, along with Joe Dagsworthy, who
produces a farm show broadcast. They are unfamiliar with computer technology.
They are both important resources because they are so familiar with the history of
farming in that particular community. Sam and Joe could play an important role in
creating community buy-in.
Jorge Recinos is visionary. He identified the need for the project's development,
was thorough in assessing those needs, and drafting a initial project proposal.
The Hispanic students are the primary learners. From their perspective, additional
education aimed at meeting their needs is crucial to their future careers. They are
only vaguely familiar with computers, but eager to learn. Although they face certain
constraints with regard to time and skills, they demonstrate the potential for
becoming effective change agents.
Because we recognize the potential of these students to act as change agents for the
institution, the industry, and for their communities, we are proposing an
instructional design that, with the appropriate structural support, puts them in the
driver's seat. We plan to develop a web site for the students that will present them
with a variety of information, resources and activities centered on the topic of IPM.
Our learning strategy is to provide them with a set of web-based resources, to
contextualize those informational resources by presenting them with a series of
tasks and activities, and finally, setting the goal of developing their own
community-based program on IPM. Through the course of their participation in
these activities, the students will develop a number of skills and abilities that they
themselves have identified as being vital to their own professional development-a
goal they have set for themselves.
Addressing Key Issues
Problem-solving and decisions-making skills The problem-based instructional
design that we are proposing addresses the issues in this case. By becoming
immersed in a learning environment in which students create resources and
educational programming that educates the community about IPM, the students will
be developing problem-solving and decision-making skills. As they gather
information, the students will also construct an understanding of the technical
language of farming. Through interaction with agricultural professionals, university
professors, and local and regional framers, they will also develop communicational
skills, and become more familiar with the business of farming. These students have
many demands placed on their time (school, work, recreation) So, they will have to
develop and use time management skills to complete the project. Finally, in creating
important resources for the community, some of the stereotypes that these student
have put up with for much of their lives may begin to fade ever so slightly.
Technology consideration
This design also addresses issues raised by university personnel that want to take
advantage of new technology in order to highlight the university's technological
advancement. Scaffolding will take the form of Web-based resources such as case
studies. The students will also be creating resources that may reside on Web
servers.
Community involvement
This project will require community involvement and outreach. This would enable
many stakeholders to be directly involved in the project. The radio broadcasts
would be an excellent opportunity to disseminate information to the
community.
Collaboration skills
The students will need to develop collaboration, negotiation and conflict resolution
skills which will be essential to help students reach their goals of owning their own
farms or managing farms for others.
Availability of community resources
Lastly, the community will directly benefit from this project by gaining access to
educational programming about IPM.
Design Strategy
The overall design strategy revolves around developing a problem-based scenario
that capitalizes on two key aspects:
1) the student's motivation to build the skills and knowledge sets to be productive
farm managers ; 2) the wealth of resources available throughout the community.
Objectives
The students will develop a program that is technically correct with regard to IPM
content and grammar.
Students will solve our problem by participating in various activities under the
supervision of a mentor including: 1. Interviewing and data collection from
business practices, farm managers, faculty, community representatives. 2.
Collaborating with peers to negotiate solutions.
Our problem provides a context in which the students will have to "learn" about
IPM, to practice communication and organization skills, and to develop a network
with community members to solve a complex problem. Given that the problem is an
ill-structured domain, this constructivist learning environment will provide the
students with a variety of resources (i.e., stories, expert opinions, perspectives,
IPM simulations, etc.) to examine the possibilities and demonstrate a solution to the community.
Learning Environment
Web-based component
The web-based site will provide the students with a context and a vehicle in which
to research IPM, to review other cases demonstrating successful and unsuccessful
application of critical skills, to listen to stories from local farmers on their farming
practices and/or experiences with IPM techniques, from the banker's perspective,
from the Ag agent's perspective, etc. SME's will be available via e-mail to provide
technical support and recommendations on aspects of the problem or via links to
short audio/video or text-based responses to specific questions.
Community component
Community members will be recruited to participate as required by the students.
(e.g., farmers, Ag agents willing to demonstrate and/or discuss IPM strategies.)
Collaboration
Students will be encouraged to collaborate with their peers, Ag students in the FSU program, etc. to brainstorm solutions to the problem and/or develop strategies to investigate the components of the solution.
Mentoring
The mentor will provide valued directional advice and negotiate access to
situational, opportunities, and resources that might otherwise be unavailable to
students ( tape libraries, workshops, FSU academic credit, agri-business
connections, etc.)
Demonstration project
Successful completion of the problem will be demonstrated competency. Students
will work with mentors to decide how best to reach the community with their
solution. Specific deliverables may include: web-pages, radio braodcasts,
brochures, and/or presentations/posters.
Course of Action
Establish design development team
Technical Requirements
- setup Web-site
- list of problems
- identify multiple perspectives
- create simulations
Community:
- establish problem
- recruit people from the community
Facilitators:
recruit, train
Outcomes:
Students gain:
- decision-making and problem-solving skills
- cognitive skills,
- metacognitive skills
- time management
- social/ affective strategies
- technology skills
- basic computer skills
- information retrieval
- communications skills
- writing/speaking
- presentation
- collaboration/interviewing
- technical knowledge
- business management
- technical specialty
- technical vocabulary
reduce isolation and become perceived as a community asset
contact/collaborate with community participants
University gains:
- recognition of service
- effective use of existing resources to support community needs
Community gains:
- access to information
- resources for future needs
Potential Obstacles:
- racial considerations
- language
- computer skills
- meaningfulness
- community involvement
