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
From Idea to Client: Developing
User Friendly Online IPM Training
Dr. Jennifer Gillett-Kaufman
University of Florida
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
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
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
Client goal: improving professionalism
• On-line learning to
help your employees
stand-out
• Change the way you
approach training
Planning stage
• Decided which portions appropriate to teach
online
• Development cost estimate?
• Got funding?
• Time commitment?
Cost considerations*
• Online training is more expensive to develop,
so it only pays off if:
– The course is taught more than 8times without
changing content
– There are excessive travel expenses because of
numerous instructors
* William Horton, Designing Web-Based Training http://www.designingwbt.com/
What? Now we need a new website?
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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…
Articulate
http://www.articulate.com/rapid-elearning/
Free PowerPoint to Flash converter
iSpring
http://www.ispringfree.com/
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!
Topics - IPM for Businesses
IPM Business Plan
• Dr. Barbra Larson & Dr. Jennifer GillettKaufman
• 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 businessbuilding 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
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
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
Customer Communication
• Susan Williams & Dr. Barbra Larson
• UF/IFAS Family Youth and
Community Sciences
• Good communication with
customers is crucial for an IPMbased 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
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
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
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
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?”
What is the program about?
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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.)?
How can you get the most out of
online learning?
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Pick courses that are right for you
Read the instructions!
Take notes
Take breaks
Review confusing sections
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
Quick start guide
How to use articulate eLearning
modules
This is what you will see!
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
You should see a box like this
on the left side of your
screen
Click on the notes tab to
read along with the
narration
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
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
For some interactions you can
advance in multiple ways!
Information tags
When in doubt
Test
time!
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.
With a quiz you need to
select your answer
And you need to
click Submit for each question
Drag and drop questions
Don’t forget other testing options
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
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/
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:
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http://www.articulate.com/rapid-elearning/
http://www.articulate.com/
http://www.ispringfree.com/
http://www.westga.edu/~distance/ojdla/
Any questions?
Jennifer Gillett-Kaufman
University of Florida
gillett@ufl.edu
http://eces.ifas.ufl.edu
Useful references
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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.sloanc.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 .