(If you have trouble printing this page, you can save the document and
print from any word processor: Under the "File" Menu,
select "Save As," "Format:Text," and a location on your computer for
the document."
Harvesting Cooperation:
University of Virginia
Provocateur Questions and Responses
Lisa Black, Steve Bronack, Wyatt Ewell & Lisa Heaton
|
|
Questions From Jorge Recinos (To reflect a likely response from Jorge to this team's proposed case design, the following questions were adapted from the comments provided by Verònica Donahue & Paul Longo)
Julie--
In your case response you propose a realistic case study which will "provide opportunities for the students to apply various decison making and problem-solving strategies relative to farm management," of IPM. I agree that a realistic learning experience will be of immense value to my students. I have a few questions about the strategies you have suggested:
1. Will the university provide the video quipment and transportation for the interviews? Is there someone who will assist us in operating the equipment as well?
2. Have you given consideration to extending the students' interaction with the farming community once the interviews have been completed?
2. In addition to the amount of time required for on-line learning activities, how much time can each student expect to spend networking throughout the community (conducting interviews, collecting data, and collaborating in general)?
Jorge Recinos
Response to Jorge Recinos from UVa Alternate Team 2
1. Will the university provide the video equipment and transportation for the interviews? Is there someone who will assist us in operating the equipment as well?
The AV staff from the TRLC will assist in providing all the necessary video production equipment and technical support including filming, editing, and digitizing footage for use on the Web. The students will focus on writing the questions and conducting the interviews within the farming community. Students with special interest will have the opportunity to be a part of the production process. Since FAYAP owns a van and you have a CDL, we'd like you to be in charge of providing transportation from the FAYAP center to the interview sites in the farm community.\
2. Have you given consideration to extending the students' interaction with the farming community once the interviews have been completed?
We considered offering enrichment activities including extended interaction with the farming community. We agree that such experience would only benefit the students. However, we feel that such interaction would fall beyond the scope of this design project.
3. In addition to the amount of time required for on-line learning activities, how much time can each student expect to spend networking throughout the community (conducting interviews, collecting data, and collaborating in general)?
The interviews would be filmed during the early stages of the development of the web site. After the filming and other web development was completed, the FAYAP students would begin utilizing the Web-based resources. We'd estimate that the filming phase would involve an average of three hours per week per student for two weeks. During the web-based instructional phase, students would spend an average of four hours per week over a three month period, utilizing the resources. We'd like these estimates to be flexible, reflecting individual student interests and levels of commitment.
Questions From Billie Redmond (To reflect a likely response from Billie to this team's proposed case design, the following questions were adapted from the comments provided by Michael Lachance)
I believe it necessary to have the students be able to test their knowledge at intervals, how can you make this happen?
Will the Web page be valuable enough that other pages will want to link to it? Why do you think so?
What do you expect the students to produce as a result of their analysis? How will you assess their understanding of IPM?
Response to Billie Redmond from UVa Alternate Team 2
1. I believe it necessary to have the students be able to test their knowledge at intervals, how can you make this happen?
As our content expert, we would appreciate your assistance in generating a series of questions that would be appropriate in assessing the students' knowledge and skills. These questions would be included throughout the Web-based instruction. Students will be able to submit their answers to you and a graduate assistant via email for timely feedback.
2. Will the Web page be valuable enough that other pages will want to link to it? Why do you think so?
Since there are many talented participants working on this project, we feel confident that the product will serve as a useful tool and be valued by the entire community. Our Web page will serve as a model for other community/university collaborative endeavors.
3. What do you expect the students to produce as a result of their analysis?
How will you assess their understanding of IPM?
Upon completion of the Web-based case instruction, the FAYAP students will submit a written proposal which will be posted on the Web. The proposal will provide a plan for using IPM to resolve the problem presented in the case scenario. At a final meeting, the students will receive feedback regarding their solutions from other students, farm managers, and local IPM experts.
|
|
