Team Case Study Everlast Chigoba Charles Devlin

Shelby Gonzales Kim Mize

Instructional Design 722

Case Study Our project was based on a case study developed in 1997 involving the Franklin State University and the Franklin Area Youth Action Project (FAYAP). The College of Agriculture at Franklin State University asked the Technology Resource Center to assist with an outreach program for the Franklin Area Youth Action Project. The director of technology at FSU is Stewart Washington; he is supported by Julie Tatano an Instructional Designer. Billie Redmond an adjunct professor represented the College of Agriculture. Additional staff at the College was Sam Kellerman and Joe Dagsworth. The contact person at the Franklin Area Youth Action Project was Jorge Recinos. The extension office of the agriculture department wanted to assist the FAYAP and Jorge with his target population of Hispanic Teens interested in farming as a career.

Our team, decided to divide and conquer this project. We met a few times in online chat rooms where we shared our opinions and direction of the project. Additionally, we shared Google docs that had drafts of our interpretation of ADDIE as well as the final product. Within our team each person took the lead on a different phase of ADDIE. Shelby was the lead on the analysis phase. Chuck and Kim shared design, development and implementation. Everlast took the lead for the evaluation phase. Each team member then submitted their sections to a master Google document. Then we met in an online chat room where we reviewed and revised the document. Once the document was complete it was taken offline for final review and visual improvement. The team reviewed the final product before final submission.

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For the Harvesting Cooperation, the goal of the group was to create a program that stimulates understanding, and education for students who want a career in farm management. This need was not being met in traditional public school. Julie, the instructional designer, organized all of the meetings as well as researching the needs of students. She met with students, asking them to explain what they thought they needed to be successful as farm managers. Additionally Julie talked to Jorge about the curriculum and how to present it to the students; a major key component in creating a successful project. There were concerns about getting the students to be able to attend class and complete their assignments. The students live in a rural area and transportation issues need to be considered. Additionally not all students in the rural area have easy access to computers or the Internet. When it came to considering what the students needed from the class, Julie did the proper research. Not only did she meet with Jorge, but she also talked to students, asking what they would need from the class, how the curriculum could or

should be structured so that students would benefit the most from it. With this project, it was extremely vital that the students were part of designing the program. Since being a farm manager is a specialty career path public schools may not cover it in the curriculum. In order to cover material the students would find beneficial, Julie discussed components with the students and had considered meeting with current farm managers. Billie, curriculum based expert, from the Agriculture department, also advised on the pesticide component.

The case was presented very sporadically. There were so many ideas presented at the meetings but nothing was ever followed through or backed using research. Julie did her part in discussing her ideas with students as well as talking to Jorge. There was not a plan of action that came from the fieldwork that Julie did. Not all team members “bought into” the program at first, each member seemed to have their own agenda, and failed to attend planning meetings. If you are going to make a

project such as this work, it is going to take commitment and dedication to meetings, a willingness to be through in research as well as overall execution to various little projects that may not be the “exciting” material of the project. Lastly, in the groups final meeting, Julie felt like it was too easy, everyone agreed with her ideas and there was no back and forth of what would be the best idea. There has to be a good give and take within the team to develop a solid project because after all, just one individual cannot execute a project like this.

Analysis

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Design, Development and Implementation

Julie for the most part was in charge of design and development. Although Billie came up with the initial concept, it was presented to Stewart at the Technology Center to head up. Stewart then passed the idea along to Julie and asked her do the web development and possibly prepare a CD Rom. The materials selected involved the technology (computers, internet), information gathered from Jorge’s mentoring and outreach program as well as the knowledge gathered from Sam, Joe and Billie.

The organization of this product was poor at best. There were individuals who were in a position to listen and develop a solid product, but their own agendas affected cohesion. The person, who ended up completing the most legwork, Julie, was the person in charge of the web design. There was never a clear-cut leader during the discussion of the product, and job clarification was sketchy. . Emails were sent to the entire team, but some teammates did not access computers Members of the team were unable to get together to discuss issues, and often found themselves meeting up in small groups

After a productive meeting, Julie was able to present three main areas to consider for the program. She set up meetings to research these areas. Julie discussed the results of the needs analysis with the group. She used a graphic organizer to list the results from the needs analysis summary.

When Julie visited Jorge and saw the youth program, she was better able to understand the vision he had for his students. When speaking with the at risk Hispanic youth, she understood the needs that should be addressed.

From our group discussions, we have concluded that the most efficient way to deliver this product will be in the form of a hybrid class. When creating a hybrid class, the students are given the responsibility and opportunity to have class in a way that is suitable for their individual needs. There are barriers in place that the target population will have to overcome in order to attend face-to-face lectures. While designing the curriculum, transportation and Internet access were considered. Students will be able to access the course from home via the Internet, or they may also gain access in a computer lab. The affected students need a structured class that offers instruction on being a farm manager. Providing students with a hybrid class will be important so that they are not limited in their attendance. The class will be recorded and posted online so students who are unable to attend the face-to-face meeting can go back and review what was covered without falling behind.

The Development team will put together an outline for the course that covers pesticides and farm management. While developing the course, the fact that it is a hybrid class will be kept in mind. The students will be transported by public transportation to the class site, or receive information through live streaming and recorded classes. The outline will provide the structured environment that offers instruction on what being a farm manager entails.

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Although culturally the team members were members of the same community of Boone Valley, careful consideration needed to be given to the aimed benefactors of the intervention, the Hispanic youth. There are underlying cultural differences that must be taken into consideration with regards to the challenges that this particular youth group faced: poverty, negative stereotypes linked to immigrant statuses, language and culture. Julie’s insistence of meeting with the youth and hearing from them first hand was a good way to foster positive relationships between the developers and the benefactors.

Continued

Outline:

Overview of course, Important Dates, Projects and Deadlines The history of integrated pest management (IPM) Types of Pesticides Health and Safety Biological Control and IPM Strategies Introduction of Farm Management, Goals and Objectives Establishing a clear direction for management and employees Assessing your farm’s strengths and weaknesses How to analyze and evaluate your resources Are government programs available? How to determine your participation? Marketing Plan for your farm Financial aspects of your farm business Bill payment and collection Continuing Education Options (Degree options in Agriculture, etc.) Intern programs Local Farm Employment opportunities

Evaluation It would seem like

initially each person had their own spin and a different reason for being involved in the project. Stewart was preoccupied with production of CD-ROMs, believing that fancy software will solve problems. As the project manager he wanted his name attached to some hot technology of the time. Sam wanted vocational training for the youth in the community. Jorge wanted distance learning and mentoring program out of the project. Joe was bent on “diffusion of innovation” through his radio program. The different background of each person brought in a different perspective that called for different approaches to solving the problem. Julie, an experienced designer, was able to find cohesion by listening to all interested parties.

Philosophically, given the lack of knowledge and experience in the ISD process, each team member had their own ideas of how the work should be carried out. The differences were minimized by openness and good communication skills. Emails were sent out before and after the meetings. Appreciation of members’ contributions to the meetings was expressed. Stark differences that would have made it impossible to make any headway were mitigated by personal visits. Julie visited with Sam and Joe in the agriculture department to ensure she had a firm understanding of their interests. Additionally, she met with Jorge at the youth center to ensure his needs were met as well. Thankfully, Julie realized that relations in a project like this might need nurturing.

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Given the challenges of access to technology and the logistics among the targeted youth, available resources were identified that could be used to access the instructional product. The Technology and Resource Learning Center (TRLC), a new technology production facility with a high level of technical support staff for innovative technology-based projects was available, as well as 50 Mb of UNIX server space available for project files. The Boone Valley Cooperative Extension unit had some archived library materials on community-based education, with focus on radio and video programs that could be used. The university’s College of Agriculture was making a first attempt at outreach based on digital technologies at this time. For the team itself, email was the most efficient way to communicate with each other. When clarification was needed, or an email went an unanswered, a phone call was made. This enabled responses in near real time. This is particularly important for team project to progress smoothly as members may be waiting for a feedback before going on to the next step in the process. The team chose to use available resources. Stewart’s obsession with CD-ROMs was dropped in favor of a more practical media to meet the needs of the learners and the environment for delivering the instruction. The materials that already existed in the library and on tapes from Joe’s radio presentations could be easily adapted and used for the instructional content being developed. This was especially important to bring aboard team members who were hesitant to use the computer. Sam and Joe were made to feel they were equal players on the team and given their name recognition in the community, this was a good move for the whole team. The inclusion and initial focus on Integrated Pest Management skills was especially a winner for all parties, especially Billie and Joe. The connections with the university would foster long-term relationships for the youth who may want to proceed onto university later on.

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Formative evaluation was carried out during the

needs analysis. Although, the university’s agricultural department was the “official” client, communication with members of the department, Billie, Sam and Joe and the director of FAYAP, Jorge, was carried out consistently and effectively. Additional modifications were made from the feedback received from Julie’s meetings with the students. For instance, it was determined that the youth were proficient in English and therefore instructional materials would be in English. Another modification was to have some centers where the materials would be accessed away from the university since most Hispanic youths did not feel comfortable and were not familiar with that kind of an environment.

Other modifications included accommodations for erratic schedules, transportation needs, both male and female learners interested in farm occupations and identification of primary and secondary farm managers’ skills to be concentrated on. Summative evaluation was planned at the end of the course, upon which successful completion would earn the participant a certificate of completion. The pilot project is meant to provide a trial run that would give feedback on areas that need tweaking before launching to a wider audience.

Consistent with the ADDIE model of ISD, Julie was spot on. An intervention is designed to correct a problem. To design a corrective measure, one needs to be familiar and have the details of the existing problem. As such we have to develop solutions that attack a problem in unique ways relevant to the ones experiencing the problem. To know if the problem was solved, we need to have means to evaluate the effectiveness of the intervention. This is one area that the project did not address. How would we know that the Hispanic youth problems identified have been addressed satisfactorily? There may not be a quick and easy way to tell. Perhaps it would take years before we know if the program lends some of the youth to careers in farming or increase the number of Hispanic youth that go to college.

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1. Establish expertise roles early, expertise means you take the lead for the particular aspect, it does not mean you do that work and only that work.

2. Establish means of contact, trade emails and phone numbers that will be answered on a regular basis. 3. Schedule weekly meeting for chat at the beginning, then schedule bi-weekly meetings to keep track of

progress even if it is only a few minutes. Expect everyone to attend each meeting. 4. Understand that everyone else is probably taking another course and working full time so everyone needs

to pull together 5. Share the load, if you are working on a particular aspect and it is overwhelming, ask for help. 6. Cooperate and collaborate, be respectful of other opinions, and work for the good of the product, not the

individual role.

Together Everyone Achieves More. The key components of working together in a team are respect, honesty, commitment and hard work. Principles that help a group work together as a team include:

OUR FINDINGS: ● A summative assessment either written, oral or a practicum to show skills gained in agricultural

management concepts. ● Consider apprenticeships (internships) on the farm as part of the evaluation process ● Consult some subject matter experts outside of the faculty members of FSU and also some

experienced farm managers and other workers from the local farms to talk to wannabe farmers and farm work professionals

● Pre- and post- course evaluations by participants of the course ● Have all interested parties come together to evaluate the program at the end of the course