Plugged-In and On-Line: IPM Training in the Information Age

1. Plugged-In and On-Line: IPM Training in the Information Age Thursday Morning: 11 February 2010  Organizer: William Pittman This brief symposium will focus on the use of technology to deliver IPM training. Speakers will address the issues of developing relevant on-line training, working to make such training "user friendly", and verifying that training has actually occurred. • 1025-1055 IPM on the Go: Using Technology to Teach IPM Strategies. • Dr. Rebecca Baldwin, University of Florida • 1055-1125 From Idea to Client: Developing User Friendly Online IPM Training. • Dr. Jennifer Gillett-Kaufman, University of Florida • 1125-1155 So you Want Verifiable Distance Training? • Dr. Faith Oi, University of Florida

2. From Idea to Client: Developing User Friendly Online IPM Training Dr. Jennifer Gillett-Kaufman University of Florida 10:55-11:25

3. Objectives • Learn why online courses are developed • See how development takes place • Find out about online courses that are available now • Discover how to get the most from online courses

4. Serving our clients • Lots of good information available but not packaged in a user friendly way • Looking to replace a ‘guide book’ resource with something more interactive and engaging • Desire easy-to-use software with little or no unique formatting • No user software downloads • Fit with ADA guidelines • Secure online delivery

5. Landscape Maintenance Association • The primary goal of the LMA is to promote the use of sound landscape and horticultural practices throughout the state of Florida • LMA membership of encompasses participation from landscape professionals from every segment of the industry • Contractors, designers, manufacturers, suppliers, technical experts and many more

6. Client goal: improving professionalism • On-line learning to help your employees stand-out • Change the way you approach training

7. Planning stage • Decided which portions appropriate to teach online • Development cost estimate? • Got funding? • Time commitment?

8. Cost considerations* • Online training is more expensive to develop, so it only pays off if: • The course is taught more than 8timeswithout changing content • There are excessive travel expenses because of numerous instructors * William Horton, Designing Web-Based Training http://www.designingwbt.com/

9. What? Now we need a new website? • A secure site needs to be developed • Establish a login procedure • How do we charge for this? • How did they get access to our material??? • Do we have the tech support to pull this off? • I need access to user information • What is a security certificate…

10. Articulate http://www.articulate.com/rapid-elearning/

11. Free PowerPoint to Flash converteriSpring http://www.ispringfree.com/

12. Don’t forget: advertising (even for mandatory material) CUSTOM SOLUTIONS • Pick a few classes to get your employees up to speed quickly. Florida Plants Boxed Sets can be purchased to best fit your geographic location (North, Central or South Florida). WEB SOLUTIONS • Any time learning means less downtime on rainy days! Put your downtime to work and get started on a certificate! BUSINESS SOLUTIONS • In today’s tough economy working to show your customers they are receiving the best service will help ensure customer loyalty and referrals!

14. Topics - IPM for BusinessesIPM Business Plan • Dr. Barbra Larson & Dr. Jennifer Gillett-Kaufman • UF/IFAS Entomology & Nematology Department • This module teaches a participant how to build an IPM business plan for a pest control service. All facets of the business-building process are covered, including marketing, pricing, training, equipment and supplies, frequency of visits, and client communications. Budgeting, market analysis, and client characteristics are also discussed. By the unit’s end, the participant will be able to explain the components of an IPM business plan to a potential client and draft a sample IPM service contract. • Completion Time: 40-50 minutes Cost: $20.00 US IPM Plan

15. Topics - IPM for Businesses Customer Education • Dr. Jennifer Gillett-Kaufman • UF/IFAS Entomology & Nematology Department • This module discusses how to educate one’s customers about IPM. The participant will learn the basics of customer education and why it is so important. A PowerPoint that can be modified for your companies use is included with this module. • Completion Time: 15-20 minutes Cost: $10.00 US

16. Record Keeping • Susan Williams • UF/IFAS Family Youth and Community Sciences • This module discusses record keeping as a way to improve a business’s IPM services. By the unit’s end, the participant will know what the most important things to record are and how to enter that information into a record-keeping system. • Completion Time: 30-45 minutes Cost: $15.00 US

17. Customer Communication • Susan Williams & Dr. Barbra Larson • UF/IFAS Family Youth and Community Sciences • Good communication with customers is crucial for an IPM-based service. This module teaches the service provider what he or she will need to tell the customer about IPM at the initial visit and successive visits, and also what he or she needs to ask the customer. By the unit’s end, the participant will have learned new communication strategies to aid his or her business. • Completion Time: 15-20 minutes Cost: $10.00 US

18. IPM Initial Site Visit Walkabout • Dr. Jennifer Gillett-Kaufman • UF/IFAS Entomology & Nematology Department • What one does on a first visit as an IPM professional is crucial not only for successful management of a client’s property, but also for a client’s positive perception of the IPM process. This module will help increase a participant’s evaluation and communication skills for the “walkabout” or initial property tour. • Completion Time: 15-20 minutes Cost: $10.00 US

19. Try this FREE!

20. 183,000,000 links on Google for online education • Adult students are often very self-directed. Knowles (1984), • Self-directed learning includes that • “the individuals take the initiative, with or without the help of others, in diagnosing their learning demands, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” http://www.westga.edu/~distance/ojdla/fall83/winterstein83.htm Beate P. Winterstein, University of North Carolina at Greensboro

21. 183,000,000 links on Google for online education • For picking an online program, that means that potential students want to access information on how they can organize their online learning with • other responsibilities (family or work) • how they can communicate with peers and instructors • how they will be tested online • how an online program will provide additional knowledge or skills that can be transferred to the “real world” http://www.westga.edu/~distance/ojdla/fall83/winterstein83.htm Beate P. Winterstein, University of North Carolina at Greensboro

22. Deciding if online learning is for me (UNCG iCampus, 2005) • Online advantages: What kind of advantages, such as flexible learning times and locations, does your institution offer in online learning? • Typical online activities: What activities, such as taking online quizzes and contributing to the discussion forum, do I typically perform during a week “in class?”

23. What is the program about? • What will I know at the end of the program? • Which courses do I need to attend? • Are some courses prerequisites for other courses? • How long do I need to finish the program? • How much does the program cost? What services are included in the price? • What additional fees are there? • At what times does the university offer entry in the program (only once a year, every month, etc.)?

24. How can you get the most out of online learning? • Pick courses that are right for you • Read the instructions! • Take notes • Take breaks • Review confusing sections

25. How can you get the most out of online learning? • If the author did not give you course goals or objectives- • note the material you think most relevant to you • are you satisfied with the material? * Report errors, program failures or glitches

26. Quick start guide How to use articulate eLearning modules

27. This is what you will see!

28. Quick start guide Can you hear me? • If not you need to turn up your volume or go to a computer with speakers to continue working • Don’t worry if you can not hear me! • You can always read along * Let me show you how to find the notes

29. You should see a box like this on the left side of your screen

30. Click on the notes tab to read along with the narration

31. Next you will see some slides we call interactions • Interactions require you to interact • You will need to click on different areas of the screen to activate content • You will need to click on all the areas of a slide before you can go to the next slide

32. Interactions Now I will take you through some different types of interactions Keep in mind with an interaction that you need to view everything on a slide before you can move forward

33. For some interactions you can advance in multiple ways!

34. Information tags

35. When in doubt

36. Test time!

37. What do you think of when you think it is test time? 4. _______ (shown here) is a fast grower and some varieties can reach a height of 20 feet. It prefers full sun to part shade locations. 5._________ is a common pest on this plant.

38. With a quiz you need to select your answer

39. And you need to click Submit for each question

40. Drag and drop questions

41. Don’t forget other testing options

42. Conclusions • Don’t think you are going to save time or money with online training (developer standpoint!) • Carefully choose subject matter to teach online • Research online course development options before selecting software • Spend time designing course in order to keep student online engaged

43. Learn more about UF courses: We have many exciting learning opportunities available. To learn more please visit one of our websites: • http://eces.ifas.ufl.edu • http://solutionsforyourlife.ufl.edu/ • http://www.floridalma.org/ • v

44. Learn more about developing quality distance educational material: Many free programs and trial offers available. To learn more please visit one of the following websites: • http://www.articulate.com/rapid-elearning/ • http://www.articulate.com/ • http://www.ispringfree.com/ • http://www.westga.edu/~distance/ojdla/ v

45. Any questions? Jennifer Gillett-Kaufman University of Florida gillett@ufl.edu http://eces.ifas.ufl.edu

48. Useful references • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P. A., Fiset, M., & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3), 379-439. • Khan, B. H. (2000). A framework for e-learning. Distance Education Report, 4 (24), 3, 8. • Oakley, B., II. (2004). The value of online learning: Perspectives from the University of Illinois at Springfield . Journal of Asynchronous Learning Networks, 8 (3), 22-32. • The Sloan Consortium (2004). Entering the mainstream: The quality and extent of online education in the United States , 2003 and 2004. http://www.sloan-c.org/resources/survey.asp . • UNCG iCampus (2010). http://web.uncg.edu/dcl/icampus/online/default.asp . • Winterstein, B. P. (2005) Getting an Edge in Online Education: Developing an Online Learning Web Portal. Online Journal of Distance Learning Administration, 8 (3). http://www.westga.edu/~distance/ojdla/fall83/winterstein83.htm • Wojciechowski, A. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8 (2). http://www.westga.edu/~distance/ojdla/summer82/wojciechowski82.htm . • Yang, Y., & Cornelious, L. F. (2005). Preparing instructors for quality online instruction. Online Journal of Distance Learning Administration, 8 (1). http://www.westga.edu/~distance/ojdla/spring81/yang81.htm .