COURSE DESIGN DOCUMENT FOR GARDENSCAPES: THE PLOT …

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COURSE DESIGN DOCUMENT FOR GARDENSCAPES: THE PLOT THICKENS

by

Elliot Kangas and

Kalantha (Kally) La Rue

Teaching and Learning Development Center (TLDC) Department of Continuing and Distance Education

Clatskanie Junior College Westport, OR

June 2005

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PROBLEM ANALYSIS Introduction

This instructional module involves a continuing education instructor who is interested in creating a web-based course that will be a more advanced course to follow the introductory course. Originally, there was a single course on home gardening and landscaping in Continuing and Distance Education (CDE) at Clatskanie Junior College (CJC) in Westport, a small town in the USA.

The introductory course, Garden Basics: Just another Day at the Plant, earned high interest and has experienced growing enrollments over the last five years. The goal of Garden Basics was, and still is, to identify basic gardening concepts such as soil types, identifying climate zones, and distinguish among plants that are used in the area. In addition, the basic tools for lawn and garden work are described along with the proper care and use of them.

The course instructor, Ms. Kalantha (Kally) Le Rue is interested in developing a second course on gardening and landscaping. Adding a second course will allow amateur gardeners to design sophisticated gardens and yards, while they could learn how to incorporate focal points and other landscape features. Ideas for elements in a second course were gathered from several sources: previous evaluations; follow-up interviews with a sampling of former learners, and extant data on unsolicited phone calls to CDE requesting additional gardening courses. The new course, GardenScapes, will cover advanced gardening skills. The course will help participants by developing a garden design that will improve features of their home landscapes.

A literature search was conducted and revealed that interest in home and garden and do-it-yourself home projects across the U.S. have grown phenomenally in the last five years. Trend analysts have noted the expansion of home and garden stores and superstores, book and magazine coverage, new home and garden television reports and networks.

Based on the literature review and extant data from the introductory course, a written proposal was generated for adding a second course and submitted the report through the CJC's curriculum approval process. Problem Statement

Increasing numbers of homeowners are spending additional time in their own yards and gardens. Many of these individuals do not have the knowledge and skills needed to landscape their properties. They need information about yards and gardens that goes beyond the basic knowledge of garden tools, plant types, and climate zones.

The following table outlines the actual and optimal performances were described and

were then used to identify the problem (the gap).

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Instructional Goal Statement

At the end of the instruction, the participant will develop a garden plan that is based on a garden theme of their choice. The participant will be able to describe the appropriate steps to bring the garden project to fruition.

The outcome level for the instructional goal is designated to be at the intellectual skill of

rule using in terms of Gagné's Categories of Learning. Instructional Environment

It is believed that using the Web has potential for increasing enrollment; reducing costs associated with building and renovating new classrooms and office spaces; and may have other benefits to help reduce rising costs. Because the Web is an appropriate delivery system for this course, the Web will serve as the instructional environment for this course. Delivering GardenScapes via the Web can serve the following purposes:

1. The audience can work from their homes rather than coming into campus on a specified night at a specific time, providing student and instructor with flexibility and convenience.

2. Garden and landscaping websites can be incorporated into the course to add to the learner's knowledge and skills.

3. The course could attract new learners from distant locations. Context

The Infrastructure of Clatskanie Junior College. The Teaching and Learning Development Center (TLDC) within CJC has a comprehensive system of faculty and learner support. The system involves initial training of faculty and students in all aspects of distance and distributed learning environments, ranging from designing and developing web-based instruction to the implementation of online programs. Support staff consists of personnel who provide assistance to faculty and learners and faculty development opportunities, with student laboratory assistants who are available to help individual faculty.

In the TLDC, there are three faculty development laboratories. The laboratories are designed to provide faculty with individualized support and small group training opportunities. Each laboratory contains equipment to accommodate up to 10 individuals at one time. In each laboratory, the following technology equipment and materials are maintained and updated on a three-year cycle.

• 10 state-of-the-art multimedia computers with appropriate disk space, memory, and Internet and Web connectivity

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• 3 digital cameras and 1 digital video camera • Variety of software, including: productivity software, website editors, digital

media editors, and graphics programs • Access to a shared development server as well as a production server when

materials are ready for implementation • Access to a library of instructional strategies, WBI templates, and other

training and support materials Full-time CJC faculty members have state-of-the-art computers in their offices, with

Internet connections, email, and the necessary software needed to conduct their faculty work. Extensive software for development, including html editors, graphics packages, and productivity software is available. CJC supports include a learning management system, which offers a chat system, organized threaded discussion facility, electronic drop box for student assignments, and a grade book. Part-time faculty share offices that contain a computer for their use.

Distance learners will be supported through the TLDC by a help desk, which is focused on solving learner technical problems in distance and distributed classes. The staff members who make the initial contact with learners provide them with registration information to take classes offered through the Continuing and Distance Education Department (CDE) and the other departments at CJC; these staff members provide learner support. The support team has a training classroom where they can assist learners in accessing classes and troubleshooting specific problems. The support staff will work with faculty development teams to test web-based instruction and programs for quality control before they are delivered.

Technical support staff. Online instructors and learners will be supported through the

TLDC through a help desk, which is focused on solving technical problems for individuals participating in distance and distributed classes. Support is available online, in person, and via telephone and desktop conferencing.

Personnel support staff. Faculty members are supported through the TLDC by facilities

and personnel; they have access to the TLDC technology laboratories. TLDC personnel include instructional designers, computer programmers, graphic designers, and web developers who train faculty and provide assistance in developing strategies for distance delivery systems.

Teaching assistants from the Instructional Design and Technology master’s program at Myers University work at the TLDC as interns. In some instances, interns are assigned to faculty who request assistance. Interns who are not working with a specific faculty member are assigned to work in the development laboratories.

Allocated Personnel for the GardenScapes WBI Project. The allocated personnel and

their competencies for the WBI on GardenScapes are as follows: The instructor, Kalantha (Kally) Le Rue is a master gardener, who works as a volunteer

at the Golden Valley Botanical Gardens of Westport. Kally created the original course, Garden Basics, approximately five years ago and has taught it since its inception. She has an undergraduate degree in sociology and her vocation is social work. Kally has a passion for gardening that was developed early on through her mother’s and grandmother’s keen interests in gardening and flowers. She earned the title of master gardener seven years ago through a

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program developed by the state’s agricultural extension services, in conjunction with the Botanical Gardens in Westport.

Although she has taught the original course for five years, she has neither formal training in education nor any formal training in instructional design. She will be relying on the TLDC staff for assistance in this area.

The instructional designer, Elliott Kangas, is a master's student in Instructional Design and Technology (IDT) at Myers University, located in Westport. He has completed the required courses and a majority of his electives in his program of study. He has accepted the internship position under the supervision of Mr. Carlos Duartes, Director of TLDC at CJC. The primary purpose of his internship is to assist in the development of web-based and multimedia instruction for courses in the CDE. As his main internship project, Mr. Duartes has assigned Elliott to assist in the development of Kally’s garden design course.

Other TLDC technical support staff will be identified as they become involved in the development of this WBI project in an ‘as needed basis.’

Learner location and technology. It is anticipated that the location of the learners, for

the most part, will be within the regional service area of CJC for at least the first few offerings of GardenScapes. Westport is a relatively small city with surrounding suburbs with some more rural areas north and south of the suburban areas. However, its participant-base may expand to other regions within the state, country and, possibly, other parts of the world in later course offerings, which will affect how the course is implemented.

To participate in the course, learners must be able to access and use computers and the Web from home or work; if unable to do so, the computer labs at CJC are available to them. Specific access requirements will be developed during the design stage when the technology requirements will be detailed.

Questions related to technical issues that might be faced by the instructor include:

Other issues related to ADA, copyright, editors, and so on must be addressed. Appropriate solutions for the technical issues and the other concerns are outlined as follows:

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Stakeholders Ms. Kalantha (Kally) Le Rue, the instructor for the introductory course, Garden Basics: Just another Day at the Plant, and the instructor for the advanced course being developed, is one of the primary stakeholders. She will select the instructional content and will help design the instructional materials.

The Teaching and Learning Development Center houses the technical support system for CJC in addition to providing faculty development services. The director of the TLDC, Mr. Carlos Duartes, will help ensure that the design team receives the support it needs.

As a part of CJC's institutional support, one of the TLDC's instructional design interns, Mr. Elliott Kangas, will serve on the design team. Elliott has been designated as the instructional designer for this project by Carlos Durates; Carlos will is the TLDC internship supervisor. Elliott is a master's student in the Instructional Design and Technology (IDT) department at Myers University, located in Westport. His advisor, Dr. Judith Chauncy, will be his university internship supervisor and will assign the grade for his project.

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It must determined whether it is possible for the new course to be delivered via the Web. The head of technical support, Ms. Laila Gunnarson, and the director of TLDC, Mr. Duartes, will assist with this decision. Audience

The audience for GardenScapes course will be adults of various ages and economic backgrounds. Some work as professionals while others are in service-oriented positions or in technical and trade industries. Their education varies from those with high school and technical schooling to some with college degrees and a few with graduate degrees.

A common bond among this diverse group is they are all interested in landscaping their own yards. All are homeowners and have had or are developing an interest in gardening and would like to enhance their own yards. Some may be interested in performing the work themselves; others may hire the work out.

All of the individuals want to increase their understanding of how to design a healthy and beautiful garden, using appropriate plants and landscape features. The designer and instructor recognize, however, that these potential participants are a “voluntary audience.” The course is not required; because the participant chooses to take the course, his or her interest and motivation should be high. This will be the first time for many of the learners to be involved in a web-based course. Regarding prior skills of technology, the data indicated that a variety of skill levels in experience and use of computers and the Web. Because most of the individuals in the targeted audience have taken the first course, Garden Basics, they should have the necessary entry skills in content for the new, advanced course. It is possible that others who have not taken Garden Basics may be interested in the course. Entry Level Skills

Based on the topics of the first course, the following entry skills are expected: 1. Explain differences in annuals, biennials, and perennials. 2. State differences between shrubs and trees. 3. State the temporal/climate zone of their location. 4. Determine if the area of interest in their home landscape is considered full sun,

partial sun, partial shade or full shade. 5. Demonstrate that they can, if necessary, amend the soil based on its condition. 6. Identify the basic garden tools necessary for gardening. 7. Name the basic requirements for maintaining plants. For learners who may not meet all of the entry skills, websites and tutorials will

be available to help them reach minimum skill levels. The only assumptions made about learner abilities are the education level information and a basic reading and writing competence. Learning Task Map

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Assessment

A performance-based, alternative assessment for GardenScapes will be used. Because the participants are developing their own garden design plans, evidence of performance is required to evaluate their mastery of the goal. A series of formative assessments will be conducted using chats, threaded discussions, and e-mail.

Learners will be encouraged to participate in these assessments to gauge their progress toward reaching the goal. Summative assessments will occur at the end of the course, when

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learners submit their garden plan. (Depending on the location of the participants, some may actually create their garden; although it will not be a course requirement.) Individual assessment security is not an issue because GardenScapes is a continuing education course and not a requirement of a degree program.

The following is a sample of assessment items to be used in the class.

Task-Objective-Assessment Blueprint (TOAB)

(continued)

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(continued)

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To help them attain the desired performance and assess their mastery, a checklist and rubric with scoring descriptors for each scoring category for the final assessment will be given to learners. The checklist is as follows:

CHECKLIST ITEM FOR END OF COURSE OBJECTIVE

SCORE

Plants appropriate to selected theme and site? Score descriptors: 5 = theme and site well defined and all plants appropriate to theme/site 4 = theme and site well defined and most plants appropriate to theme/site 3 = Theme and site satisfactorily defined and most plants appropriate to theme/site

5 4 3 2 1 Comments:

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SCORE

2 = Theme and site less adequately defined and some plants appropriate to theme/site 1 = theme and site minimally to poorly defined and few plants appropriate to theme/site Is there a focal point? Score descriptors: 5 = focal point well defined and well placed on plan 4 = focal point well defined and good placement on plan 3 = focal point satisfactorily defined and placed on plan 2 = focal point adequately defined and placed on plan 1 = focal point minimally to poorly defined and placed on plan

5 4 3 2 1 COMMENTS:

Do proposed plants meet the requirements of the design plan? Score descriptors: 5 = all plants meet design requirements 4 = most plants meet design requirements 3 = some plants meet design requirements 2 = few plants meet design requirements 1 = minimal to no plants meeting design requirements

5 4 3 2 1 COMMENTS:

Do the color, size, and shape of proposed bloom or foliage complement each other? Score descriptors: 5 = all blooms and foliage are great complements to each other 4 = most blooms and foliage are great complements to each other 3 = some blooms and foliage are good complements to each other 2 = few blooms and foliage are good complements to each other 1 = minimal to no blooms and foliage complement to each other

5 4 3 2 1 COMMENTS:

Is garden design in scale and appropriate to site, location, conditions, etc.? Score descriptors: 5 = excellent scale of garden design to site and conditions 4 = good scale of garden design to site and conditions 3 = satisfactory scale of garden design to site and conditions 2 = adequate scale of garden design to site and conditions 1 = poor to no scale of garden design to site and conditions

5 4 3 2 1 COMMENTS:

Does the plan provide appropriate legend? Score descriptors: 5 = well defined legend 4 = good legend definition 3 = satisfactory legend definition

5 4 3 2 1 COMMENTS:

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SCORE

2 = adequately defined legend 1 = minimally or poorly defined legend

Total Points Earned

EVALUATION PLANNING

The primary evaluation concern is the effectiveness and appeal of GardenScapes. For the stakeholders, the following evaluation concerns are of most importance:

1. ensure that learners meet the goal of the course (to develop a garden plan based on a garden theme).

2. find out whether the participants enjoyed the course and its web-based delivery. 3. identify the time intensiveness for both instructor and participants. Consequently, the evaluation criteria of effectiveness and appeal will be emphasized with

a secondary interest in the courses efficiency. The GardenScapes evaluation criteria are identified in order of importance in the following table.

A combination of evaluation perspectives will be used: objectives-oriented and management-oriented evaluation models, as described by Fitzpatrick, Sanders, and Worthen (2004). From the perspective of objective-orientation, it is important that learners meet the

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course goal and objectives. Another requirement is to evaluate the value-added elements of the course and the overall viability of using the web for instruction with the student population and the instructor. Formative Evaluation

The Formative Evaluation Plan for GardenScapes

GardenScapes General Stakeholders Primary Stakeholders:

• Instructor: Kally Le Rue. She is responsible for the successful implementation of the course and for its content. She assists Elliott in WBI design and development.

• Designer: Elliott Kangas, TLDC intern. He is in charge of designing the course, developing the evaluation plans, and conducting the formative evaluation plan.

• Students: The adult participants of GardenScapes have direct impact on the success of the WBI implementation. Some will have direct impact on the WBI design as part of the tryout review. (Specific tryout participants will be named at a later date.)

Secondary Stakeholders:

• Carlos Duartes, supervisor of the internship program. He will observe and review Elliott’s design work, and will communicate with Dr. Chauncy on his progress.

• Dr. Judith Chauncy, IDT professor at Myers University: Dr. Chauncy is both Elliott’s advisor and intern supervisor. She will observe and review his progress from the program’s standpoint and communicate with Mr. Duartes. Dr. Chauncy will assign the internship grade.

What is being evaluated?

During the GardenScapes design process, the objectives, assessment items, clustering of

objectives, instructional strategies, and motivational strategies will be reviewed in relation to the specific questions that been previously identified. As the WBI prototype and its website is further developed, the content information, practice exercises, assignments, and assessments will be reviewed. In the tryout, the participants will be asked to review and comment on the materials. In the evaluation, the amount of time required for the instructor and learners to implement the WBI will be investigated.

A list of questions will be addressed during formative evaluation; they are based on the evaluation criteria already identified and using the four main categories. Evaluation criteria are presented in terms of their importance to the project. The following table lists these criteria and related questions to be answered during formative evaluation.

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The following identifies the items to be examined during formative evaluation.

Who are the evaluators?

• Evaluator/Designer: Elliott Kangas is the main evaluator. His expertise is both in WBI

design and development and in formative evaluation. He has taken three graduate courses on evaluation methods and theory in his master’s program at Myers University. Although he is not a member of the TLDC and therefore lacks general knowledge about the operations and culture of the Center and of CJC, he will work closely with experts from TLDC.

• Evaluator/Instructor: Kally Le Rue has been an instructor at CJC for several years. She

holds several levels of expertise; she has the content knowledge because of her master gardening certification, has teaching experience with the target audience, and is participating in the WBI design and development. She is familiar with the Continuing

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and Distance Education Department and the CJC campus-at-large. As CJC lacks the financial resources to hire outside consultants, Kally as second evaluator is able to make effective use of available resources.

• Expert reviewer (technical support): Ms. Laila Gunnarson, coordinator of the TLDC

technical staff, will review the technical aspects of the WBI prototype and website as needed. Laila has an associate degree in multimedia from CJC, bachelor’s degree from Myers University, and has been on staff for 12 years. She is skilled in multimedia development and graphic design, and is the webmaster for CJC.

• Expert reviewer (subject matter): Dr. Nikko Tamura, director of the Golden Valley

Botanical Gardens, will be the subject matter expert (SME) and expert reviewer as the WBI is designed and developed. Dr. Tamura has been employed with the Botanical Gardens for 10 years, has a terminal degree in Horticulture and Landscape Architecture, and is an active member of the ASLA (American Society of Landscape Architects). Dr. Tamura has extensive experience with the content area and has worked with Kally on other continuing education projects.

• Expert reviewer (instructional design): An ID expert will not review the materials per

se. As part of Elliott’s internship program, Dr. Chauncy and Mr. Duartes will review GardenScapes materials. Both have educational backgrounds and professional expertise in instructional design; adding additional ID experts is not necessary.

• End-User reviewer: Learners from the Garden Basics course will be asked to participate

in end-user reviews during the formative evaluation. One or two learners will be asked to review the design plans as they develop; others will be asked to participate in tryout groups.

Learners will be chosen based on experience levels with gardening, technology skills,

motivation levels, and dependability to complete the involved tasks. The exact number of learners who will be needed will be determined by factors such as the methods and tools used and the time frame needed for data collection.

Elliott is drafting an invitation to participate letter, incorporating the standard consent form for participation required by CJC’s Human Subject Committee.

GardenScapes Evaluation Methods and Schedule

Formative data will be collected throughout design, development, and initial implementation of GardenScapes. Based on the data collected, changes will be made to the WBI. Due to the unavailability of participants as well as time constraints, a small-group tryout will not take place; the initial implementation will serve as the field trial. Three learners will review the WBI design plan and at least 20 learners will participate in the field trial. Learners who participate in the design plan review will examine preliminary design drafts from goals to storyboards.

The evaluation audience will be recruited by distributing a letter to former participants of

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the Garden Basics course, inviting them to participate in the evaluation. Individuals who volunteer and are selected will sign a standard consent form, provided by the Human Subjects Committee at CJC. Ongoing Decisions Made while Developing and Revising the WBI Design and Prototype

For the formative evaluation, data analysis will occur as data are gathered. Elliott and Kally, as the expert reviewers, will analyze comments and written notes created by content and technical experts and the three end-user participants, and will modify the WBI based on their consensus of the meaning of the results. As data are gathered on the WBI prototypes, the results from the reviews will be analyzed to, determine what, if any, revisions are necessary.

Participants’ final garden plans will be thoroughly reviewed during the field trial. To facilitate the review, Kally will ask participants to scan or attach illustrations of their design or provide digitized photos or videos of the actual sites (if created). Data that relate to perceptions and attitudes will be examined using a statistical software package to investigate descriptive results. Reporting Results of Formative Evaluation

Report results for GardenScapes will be communicated using both verbal and written communications. Regular meetings will be held during which major design decisions and subsequent modifications will be documented using a report template that allows space for decisions that have been made, the person responsible for those decisions, the date, and the basis (rationale) for those decisions or modifications. The following table illustrates the report template.

Stage or Phase

of WBID Decision Made Responsible

Person(s) Date Rationale for

decision or modification

Analysis • Course content will help participants by developing a garden design that will improve features of their home landscapes.

• Kally La Rue

• Week 1

• A literature search and trend analyses document that interest in home and garden and do-it-yourself home projects have grown recently, as have home and garden stores, book and magazine coverage, new home and garden

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• The course will be delivered via the Web.

• CJC

administration, CDE staff, and Kally La Rue

• Week 1

television reports and networks.

• It is believed that the Web has potential for increasing enrollment, reducing costs, attracting new learners, incorporating additional resources, and providing flexibility and convenience.

Evaluation • A combination of evaluation perspectives, including objectives-oriented and management-oriented evaluation models, will be used.

• A performance-based, alternative assessment will be used.

• Elliott • Elliott

Kally

• Weeks 2-3

• Weeks

2-3

• It is important that learners meet the objectives of the course and to evaluate the value-added elements of the course and the overall viability of using the web for instruction.

• Because the participants are developing their own garden design plans, evidence of performance is required to evaluate their mastery of the goal.

Design • Class size will be limited to 25 students.

• Elliott Kally

• Weeks 3-4

• Interactivity will be fostered better with this size class, and the experiences of the instructor and students in WBI are limited.

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• Media created will be activated through the LMS so learners will not need to download plug-ins.

• Elliott Kally

• Weeks 3-4

• Linking objects in the LMS reduces the need for additional learner training.

Development • A metaphor of a growing garden is developed for the general interface, replacing the initial interface ideas to use different aspects of gardening.

• Visuals and video will be used but will be kept to a minimum.

• Elliott Kally

• Elliott

Laila

• Weeks 3-5

• Weeks

3-5

• The course emphasis is on creating a garden.

• Learners will

have different technological resources, and download times should be maximized.

Implementation • The small group tryout will be foregone, and initial implementation will serve as the field trial.

• Learners will have access to both the instructor and a mentor.

• Kally Elliott

• Kally

Deb

• Weeks 5-7

• Weeks

5-7

• Participants are unavailable and time constraints are restricting.

• Learners will

have questions related to both content and technical issues. The instructor will focus on content questions, and the mentor will respond to technical issues related to the WBI and online

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learning. This timeframe coordinates with the “Concurrent Design” timeline. Summative Evaluation

To prepare for the summative evaluation that will occur after full implementation of the GardenScapes course, several main questions and the data sources that will be needed to address those questions are identified. These main questions will address the following issues:

• Was the WBI effective? • What the WBI efficient? • What the WBI appealing?

Because there is no data to obtain on a pre-existing course, using the method of a pre- and posttest design for the summative evaluation will show whether the WBI was successful (which relates to effectiveness). Because of the extensive nature of a summative evaluation, the following methods for data collection to the outline are added.

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• The methods of opinion surveys (using questionnaires) to obtain information about ease of use, interest (which relates to appeal). This information should be obtained from the instructor, participants, and the TLDC technical support staff.

• Periodic observation of discussions and emails will provide information on the efficiency aspects.

To address the evaluation questions, data are analyzed using traditional qualitative and quantitative processes. Pre- and post-test scores are one data measure. Performance scores for the final project are included. These scores will be presented in a table that identifies course averages (means).

Retention is also an important issue to stakeholders, so retention rates will be examined, as well. Because satisfaction is critical to a continuing education course such as this one, special attention is paid to learner perceptions and opinions. Additional planning for summative evaluation will take place at the time specified by CDE and CJC. Reporting Results of Summative Evaluation

Upon completion of the summative evaluation, an executive summary that summarizes findings and recommendations will be generated. This summary will be submitted to Kally Le Rue and Carlos Duartes, and a meeting will be set up to discuss the results. Once the report is discussed and approved, copies will be distributed to the designated stakeholders, including the instructor, the TLDC director, and the Dean. This report will provide the evaluation methodology, results and recommendations based on the findings. Design and Development

The concurrent design approach facilitates the short design timeframe. With this approach, the design-develop-evaluate processes will begin as soon as the pre-planning tasks are completed. The design team is made up of the instructional designer, the instructor, and content and technical expert reviewers. Each member of the design team has the appropriate skills needed to successfully participate on the team. A matrix of the tasks, team members, and their duties are as follows.

CONCURRENT DESIGN STAGE

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(continued)

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WBI STRATEGY WORKSHEET An overview for the entire WBI course is written using the WBI Strategy Worksheet. The

strategies are reviewed and suggestions are offered that would reflect the teaching style of the instructor. The results of the suggested changes are as follows.

WBI Strategy Worksheet

OVERVIEW OF THE ENTIRE WBI PROJECT

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ORIENTATION TO LEARNING

OVERVIEW OF THE INSTRUCTIONAL STRATEGIES FOR GARDENSCAPES

1. Provide an overview for entire course

Learners will be introduced to the WBI by the following: • A welcome statement describes the benefits of having a beautiful

outdoor garden where spring, summer, and perhaps, fall evenings spent viewing their garden and nature (birds, butterflies, etc.). (Possibly a short audio clip as visuals are shown.)

• Learners are invited into the outdoors through a beautiful doorway or arch. An animated garden with graphics will show different gardens with various themes.

• After welcoming statement, 2 graphics will be displayed: Garden needing extensive help and picturesque scene that includes healthy and beautiful. (Pictures may be photos, line art, or clip art.)

• A short overview of the content for the units is provided after their main objectives are presented.

• Photos of instructor and other staff for the course are included. 2. State goal and

main objectives • A short video addresses why create a themed garden. • The goal and main objectives of WBI are listed.

3. Explain relevance of WBI

• The pictures in the overview provide the idea that anyone can create a garden.

• Learners will be invited to participate in an opening icebreaker. 4. Assist learner

recall of prior knowledge, and skills

• The opening icebreaker asks learners to share their prior gardening experiences

• The discussion helps them get to know each other. • Participants are to share their photos, short biography and

gardening experiences. 5. Provide

directions on how to proceed through WBI

• Directions on how to use the website are included. • A link to a site map. • A link to a tutorial on online learning and how to use the LMS.

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ORIENTATION TO LEARNING FOR LESSONS

OVERVIEW OF INSTRUCTIONAL STRATEGIES FOR LESSONS 1-6

Strategies repeated at beginning of each lesson

• A welcome statement is presented. (Audio clip by the instructor accompanying visuals.)

• A question for recalling the last lesson and connecting to this one. • A scenario highlights topics in the content (includes pictures or

short video clip). • The lesson objectives are presented. • Directions on getting the lesson started are provided.

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IDENTIFYING TYPES OF MEDIA FOR GARDENSCAPES • Short video clips and photos will be used for garden examples. • Audio and stills will be used in the welcome statements and introductions of each lesson. • Content will be delivered with text and graphics. • TDLC staff will create the media that will be housed on the TDLC web media server. • Media created will be activated through the LMS so learners will not need to download

plug-ins. Linking objects in the LMS reduces the need for additional learner training.

WBI Strategy Worksheet for Lesson 1 GardenScapes*

Lesson 1: Taking Stock: Getting Started

ORIENTATION TO LEARNING

DETAILED INSTRUCTIONAL STRATEGIES FOR LESSON 1: TAKING STOCK: GETTING STARTED

1. Provide an overview

• A welcoming statement and introduction to Lesson 1 is presented. • (1 or 2 minute audio clip by the instructor over photos of themed

gardens). 2. State the objectives

and desired performance outcomes

• The main objectives for the course are as follows: To select a garden theme, determine the types of plants for your garden, develop a garden area plan, and identify the maintenance of your garden area.

• Audio by instructor states the main objective. • All are listed at beginning of the text-based information in a

conversational tone of voice.

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3. Explain relevance of the instruction

• Participants are told that an increasing number of individuals are working in their own yards and gardens and are interested in improving their yards. These individuals, however, are not equipped with the skills and knowledge they need.

• Learners are told that this course can prepare them to develop their own garden plans.

4. Assist learner's recall of prior knowledge, skills, and experiences

• A list of entry level skills is provided to trigger the appropriate prior knowledge.

• Participants are asked to share their prior gardening experiences and to describe the most appealing garden they have ever seen.

• Responses will be submitted by email, threaded discussion, or dropbox.

5. Provide directions as how the learner is to start, navigate, and proceed through the lesson

• Directions for the Lesson 1 assignments are provided at the beginning of the page containing activities.

• Learners are to refer to the help page for additional assistance. • Students are instructed to complete the pretest before beginning the

course content. • Participants return to the homepage until it is time to begin Lesson

2. • *For technical problems or questions, a discussion site is provided

for peers and mentor to use. If serious problems arise, students are directed to send email to the mentor.

INSTRUCTION ON THE CONTENT


1. Present content information

For Lesson 1, the content will be structured so participants can move through the content in a specified order (based on LTM). The lessons will include: • Use of short, text-based explanations of the course. • Use conversational tone with explanations, descriptions, etc. • Use of tutorials and additional resources related to online learning

and LMSs. • Graphics such as pictures, charts, etc. • Links to course pretest. • Use of color for headings, subheadings, and important information.

2. Provide learning cues

• Visuals to support main points. • Use of color for headings, subheadings, and important information. • Provide a list of objectives to direct learning. • Provide deadlines for assignments. • Offer reminders for tasks to complete.

3. Present opportunities for practice

• Practice activities for learners in collaboration with peers. Share ideas with each other (e.g., things to think about, issues,

considerations when creating a garden). • Question and answer (Q&A) sessions in occasional chats or

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threaded discussion (i.e., not every unit). • Scenarios and thought provoking questions will be presented and

discussed. 4. Provide feedback on practice

• Peers, instructor, or mentor provide feedback in Q&A sessions via chats or threaded discussions.

• Specific questions will be addressed via email by instructor or mentor.

• Instructor and mentor participate in threaded discussions. • Instructor reviews assignments submitted in email, document

sharing, or drop box and returns feedback. 5. Provide review of and close the lesson

• Instructor creates summaries that highlights main points of content and activities at end of each lesson (by email or threaded discussion)




Following an introduction to the course, the text-based notes will: • Provide a course description. • Outline the course goal. • List the course objectives. • List and describe the six instructional lessons. • State the entry level requirements. • Provide opportunities for learners to get acquainted with one

another.

• Learners will navigate through the lesson in a specified chronology. • Embed related graphics. • Have participants share their gardening experiences. • Ask students to post a picture and brief biography of themselves to

the dropbox or document sharing. • Provide questions for learners to “think about” that will stimulate

their thinking and motivate them. 2. Provide learning cues

• Explain that weekly lessons begin on Mondays and end at midnight on Sundays.

• Outline the course goal and objectives to signal to learners what they will be learning.

• Use numbering for activities with multiple assignments. • Use italics and bolding to draw learners’ attention to important

information. • Use an alternate color for heading and subheading text from

content/instructional text. • Remind learners what needs to be completed in the lesson.


• Direct participants to select websites that contain pictures of gardens they like and justify their choices. Submit these responses via email to the instructor.

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• Present a brief scenario and have participants offer considerations and ideas addressing the scenario. Share/discuss ideas in the discussion group.

• Set a deadline for submission of all assignments. • *Remind students of discussion site for technical problems. If

serious problems are experienced, remind them to send email to the mentor.

4. Provide feedback on practice performance

• Students provide feedback to each other in a discussion group. • Instructor provides feedback on websites selected and submitted. • *Mentor (or technical support staff) provides questions about

technical problems that may still be occurring. 5. Provide review of and close lesson.

The instructor will provide a summary that: • Highlights the purpose for Lesson 1. • Introduces the next lesson topic. • Instructs learners to return to the homepage until Lesson 2 begins.

WBI Strategy Worksheet for Lesson 2

GardenScapes

Lesson 2: How Does Your Garden Grow? Choosing a Garden Theme ORIENTATION TO

LEARNING

DETAILED INSTRUCTIONAL STRATEGIES FOR LESSON 2: HOW DOES YOUR GARDEN GROW? CHOOSING

A GARDEN THEME 1. Provide an overview

• A welcoming statement and introduction to Lesson 2 is presented. • (1 or 2 minute audio clip by the instructor over photos of themed

gardens). 2. State the objectives

and desired performance outcomes

• The main objective for Lesson 2 is: To select a garden theme from 5 types of gardens.

• Other objectives relate to the naming the types of gardens. • Audio by instructor states the main objective. • All are listed at beginning of the text-based lecture notes in

conversational tone of voice. 3. Explain relevance

of the instruction • Participants identify a garden shown in the welcome that they liked

best. • Responses are posted to journal, document sharing, or email to

instructor. 4. Assist learner's

recall of prior knowledge, skills, and experiences

• Ask participants to recall their favorite gardens from their past. • Either share later in discussion or post to journal.

5. Provide directions as how the learner is to start, navigate, and proceed through

• Directions for the Lesson 2 assignments are provided at the end of brief, text-based lecture.

• Students are to refer back to Lesson 1 for general directions and to the tutorial.

• *For technical problems or questions, a discussion site is provided

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the lesson for peers and mentor to use. If serious problems arise, students are directed to send email to the mentor.



A GARDEN THEME 1. Present content information

For Lesson 2, the content will be structured so participants can move through the content in a specified order (based on LTM). The lessons will include: • Use of short, text-based for lectures. • Use conversational tone with explanations, descriptions, etc. • Use of garden examples and non-examples related to concepts and

principles presented (e.g., garden themes, specific planning worksheets for a garden, etc.).

• Graphics such as pictures, charts, etc. in examples and non-examples.

• Garden expert to present information. • Links to other websites for additional information. • Recommended readings or books on garden and landscape.

planning will be assigned for further study. 2. Provide learning cues

• Visuals to support main points of lectures. • Relevant examples of a variety of temporal zones will be

presented. • Tap into prior knowledge of basic gardening as related to new

content. • Provide a check-off list (job-aids) to keep participants on a track

with weekly tasks or assignments. • Provide worksheets for assignments (planning sheet, etc.).


• Practice activities for learners in collaboration with partners. • Share ideas with each other (e.g., chosen themes, colors, plant

choices, design planning sheets, etc.). • Question and answer (Q&A) sessions in occasional chats or

threaded discussion (i.e., not every unit). 4. Provide feedback on practice

• Peers, instructor, or mentor provide feedback in Q&A sessions via chats or threaded discussions.

• Specific questions will be addressed via email by instructor or mentor.

• Instructor reviews assignments submitted in document sharing or drop box and returns feedback.

5. Provide review of and close the lesson

• Instructor creates summaries that highlights main points of content and activities at end of each lesson (by email or threaded discussion).

INSTRUCTION ON THE

CONTENT


A GARDEN THEME

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After the main objective is stated (audio), the text-based lecture notes for garden themes will: • Define the term, garden theme. • Identify and explain five themes for: color, cottage, xeriscape,

wildlife, and cutting garden. • Allow students to maneuver through the garden themes in any order

of their choice (LTM indicated that this information was hierarchical).

Explain features for each garden theme in conversational tone: Color Garden (include following concepts through text and graphics):

• A monochromatic or unified color theme. • Color choice based on personal preferences or to evoke a

particular mood (pinks or blues have a calming effect, reds, yellows or oranges are stimulating).

• White gardens allow plants to be viewed at night, also called a midnight garden.

• Variation comes from differing hues of the color, shape and size of blooms or foliage.

• Differing plant heights and fragrance add interest. Cottage Garden (include following concepts through text and graphics):

• Colorful assortment of annuals, perennials, shrubs. • Arrangement is a jumbled, hodgepodge manner may include

vegetables and herbs). • Natural or casual country garden look (i.e., grandmother's garden

of the past). • Generally low maintenance. • Cultivated perennials and volunteer plants are desirable.

Xeriscape Garden (include following concepts through text and graphics):

• Native or naturalized plants to the region and conditions. • Tends to be the most environmentally friendly. • Perennials, grasses, and shrubs (& reseeding plants) grown in

mixed groups, or clumps. • A random appearance, but in balance with each other plants. • One of the lowest maintenance type of gardens. • Plants are well adapted to the location's conditions (sun, wind,

temperature, water, etc.). Wildlife Garden (include following concepts through text and graphics):

• Assortment of colorful, fragrant flowers that attract birds and butterflies (and other life) to garden.

• Plants that provide birds and insects with food and shelter for protection and nesting.

• Best if located near trees and open fields • Water feature is a necessary element.

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• Houses and feeders can be added, but if planned well, may not be necessary.

• Insecticides and pesticides cannot be used in or near this garden type.

Cutting Garden (include following concepts through text and graphics): • Garden with the most blooms. • Purpose of this garden is to allow fresh-cut flowers for bouquets

and other floral arrangements. • Usually a variety of perennials that bloom across the seasons and

longer blooming periods. • Perennials vary by height to add interest. • Some annuals for long lasting color throughout the seasons. • Associated with sunny locations.

• Have learner describe own location and climate based on knowledge gained from Basic Garden course (or from prerequisite knowledge and experiences in gardening).

• Present desirable site conditions for each garden theme (e.g., light, water, wind, soil conditions for each) per learner location/climate zone.

• Provide illustrations of examples and nonexamples of each type of garden theme (photos, etc.) as comparison to identify unique features of each type.

• Provide additional information via links to specific websites on the five design themes (e.g., HGTV website, Better Homes and Garden website, etc.).

• Provide reading assignments as necessary. 2. Provide learning cues

• Remind learners of how temporal zones, condition of designated site, etc. and how these conditions affect choice of theme.

• Use garden examples and non-examples to highlight differences among the five types of gardens.

• Recommend that learners check their local garden centers, botanical gardens, and extension agencies for additional information, if necessary.


• Direct participants to websites to select gardens, themes, and plans that they like and will fit best for their location and climate. (Use journals.)

• Participants select theme and explain why chosen based on preferences, site location and conditions, etc. Share their theme choice and which one of the website that most represents what they like and explain why it does. Share in a threaded discussion.

• Set early deadline for website and journal assignment. • Set deadline for threaded discussion assignment. • *Remind students of discussion site for technical problems. If serious

problems are experienced, remind them to send email to the mentor. 4. Provide feedback • Students provide feedback to each other on their choices.

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on practice performance

• Instructor provides feedback on choice based on information participants' provided in 1st week about garden site, temporal zones, etc.

• *Mentor (or technical support staff) provides questions about technical problems that may still be occurring.

5. Provide review of and close lesson.

For review of key concepts, the instructor will provide a summary that: • Highlights main features of 5 types of garden themes and desirable

conditions for each garden. • Comments on the activities and general progress of the group, in

general. • Indicates next lesson topic and next steps in planning a garden.

* NOTE: Due to space and time limitations the GardenScapes WBI Strategy Worksheet only provides the necessary information for Lessons 1 and 2. In an actual design document, strategies for the remaining lessons would also be detailed and included.

DEVELOPMENT ACTIONS

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Interface The interface for the WBI project will rely on a metaphor. This metaphor will relate to

growing a garden. The chosen graphics will be associated with the garden themes using common buttons and links that will be found on all web pages. Text, graphical elements, and media will be used to present information. Blinking text will not be used. Scrolling will be limited as much as possible. Adequate white space will be incorporated on web pages to reduce density and complexity.

The web pages will be designed with complementary colors to add unity to the message. Only four colors for text, borders, etc. will be used; they will be applied consistently throughout the WBI. Garden icons will be used; for example, a hand cultivator and hoe might signify an activity. Buttons will be located at the left side of the screen in a menu format. To the right of the menu will be space for the content presentation, activities, directions, etc. A sample proposed interface is as follows:

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The course will be embedded into a learning management system (LMS). Using the structural framework of the LMS, which relies on a hierarchical design with associations, the following flowchart represents how learners will progress through the lesson:

Interface Prototype for GardenScapes (Revisions based on message and visual design descriptions and formative reviews)

Content presentation, Activities, Directions, etc. will display here when icon is opened.

CourseHome

Help

Weekly Lessons

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Streamlined storyboards were developed using the LTM, clustered objectives, and WBI Strategy Worksheet. The relationship between the instructional strategies and the content for course is defined as are ideas for converting these elements into web pages and a website. The following is an example of this type of storyboard.

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The following graphic, which is based on the previously outlined storyboard and general interface, provides a sample of the interface that will be used for the WBI:

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The six main instructional sections to be included in GardenScapes and the corresponding task numbers of the objectives are as follows:

1. Taking Stock: Getting Started (an overview of the course) 2. How Does Your Garden Grow? Choosing a Garden Theme (Objectives 1.0-

1.5) 3. Getting to the Root of the Problem: Determining the Types of Plants for the

Garden (Objectives 2.0, 2.1.1 - 2.3) 4. An Eye-Catching Site: Create a Garden Sketch (Objectives 3.0-3.9) 5. Weed All About it: Maintenance Plan for Your Garden (Objectives 4.0-4.5) 6. Way to Grow as a Gardener! (course wrap up, including suggestions for

completing the garden project)

Within each unit, the individual objectives are organized in a hierarchical fashion, with the lower-level subskills leading to the higher-level ones. Because the course

Storyboard for GardenScapes Lesson 2: How Does Your Garden Grow? Choosing a Garden Theme

Screen Instructions: Text: Web Default (Arial) Text Color: Black Message Block: Black with 40% white fill Horizontal Rule: Green Back/Next Icons: Dk. Green New Information Icon: Dk. Blue

CourseHome

Help

Weekly Lessons

What do you think? . . . When amateur gardeners were asked about deciding on a garden theme, over 60% said it was of the hardest decisions to make. (Source: LessLawn’s May 2002 survey [include link to website]) Do you agree? Welcome to our second week of class! In this lesson, you'll explore different garden themes and, by the end of the week, you will be able to select a theme for your own garden plan!

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objectives were somewhat procedural, the cluster of objectives is similar to the sequence found in the LTM.

IMPLEMENTATION

The implementation team addressed a series of questions prior to the start date of

GardenScapes and the other online instruction that is occurring. Personnel. The implementation team is similar to the design team. Deb Scarletti was

hired for 10 hours per week to serve as mentor (teaching assistant) for participants in GardenScapes. Lee Shallot, who is part of the Continuing and Distance Education Department (CDE) administrative support staff, supervises online registration and other administrative functions related to Online Programs. Implementation tasks related to administrative support are now a part of CDE staff duties for the length of time that the online course is being offered. Both of these individuals have computer access at home and at their CJC offices, which permits them to access the website at their convenience.

Budget and time allocations. The online program budget is funded from several sources within CJC. Allocations for CDE personnel are funded by CDE and by TLDC as part of the Department's or Center's operating expenses. The appropriate department or center of CJC funds other technical or administrative infrastructure expenses for Online Programs, on an as-needed basis.

The time required for the general implementation tasks for GardenScapes are estimated by the implementation team. Instructors and staff members base the estimates on past experiences and best guesses. The actual time commitments will vary depending on the expertise of the staff (and learners) and the scope of other tasks assigned to the staff and instructors.

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The facilitation activities for Kally include interaction with the participants, leading discussions, and guiding learning experiences. She realizes that these learners are not traditional students and may not have been in “the classroom” for a long time. She engages in the following major activities:

• Send (or include) the welcome note in the packet distributed by Lee and her staff. • Send an introductory email for each lesson to indicate that the week has started, note

any upcoming due dates, and state that learners should contact Kally or Deb if they have questions.

• Host one online chat session each week as part of her office hours. • Send an email to update class and encourage work on assigned activities sometime

during the week. • Establish a regular schedule to check emails and respond to individual questions or

concerns. • Send an end-of-week email to summarize major weekly topics and encourage learners

to submit work. • Score or provide feedback to any assignments related to the weekly garden topics and

respond within a week.

Other strategies for facilitating the course activities are listed in the following table.

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(continued)

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Other management activities for the implementation team are listed in the following table.

COURSE DESIGN DOCUMENT FOR GARDENSCAPES: THE PLOT …

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