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IPM on the Go: Using Technology to Teach IPM

IPM on the Go: Using Technology to Teach IPM. Dr. Rebecca Baldwin University of Florida. Do you use technology?. Which technologies do you use? Shout out some examples . . . College Ag. Students (personal use) 95.5% use the internet and e-mail 85.2% use social networking

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IPM on the Go: Using Technology to Teach IPM

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  1. IPM on the Go: Using Technology to Teach IPM • Dr. Rebecca Baldwin • University of Florida

  2. Do you use technology? • Which technologies do you use? • Shout out some examples . . . • College Ag. Students (personal use) • 95.5% use the internet and e-mail • 85.2% use social networking • 54% use course management systems (WebCT, Blackboard) • 20% use podcasts (Rhoades et al. 2008. Classroom 2.0: New Technology in the Classroom. NACTA 52(4).)

  3. What can you learn? • How many of you have used Elearning? • What subjects were covered? • Where were you when you covered the material? (home, deployed, office) • Was the training convenient? • Did you learn the subject?

  4. Objectives • Benefits of Elearning • Pitfalls when using Elearning • Learning styles • Elearning examples Tightrope walking

  5. Benefits of Elearning • Standardization of content • Pre-work (policy, laws, etc.) • Personalized for your audience • Elearning is repeatable • (rewind or retake – no embarrassment about not answering correctly or having to go back • Appeal to multiple learning types (AVK) • Not bound by time or location (cost savings)

  6. Britain’s Open University’s “study found that producing and providing distance learning courses consumes an average of 90% less energy and produces 85% fewer CO2 emissions per student than conventional face-to-face courses.”  (Rapid eLearning Blog 2-02-10)

  7. Things to consider . . . • Who is your audience? • Keep learning styles in mind. • What technology do they have access to? • PC, MAC, ipod, internet (remember maintenance) • What are your learning objectives? • Define your goal for the training. • Bells and whistles are okay in moderation, but keep your goal in mind. • Production of content is time consuming • Organization is the key to success!

  8. What style are you? • We tend to teach the way we learn, so listen to the four situations and choose which best describes you. • 1 • 2 • 3 • 4

  9. What a difference your style makes! • 4 general ways of learning • Learning Style One Peacemaker • Talk it over • Gather opinions and reactions • Learning Style Two Truthkeeper • Take some time by yourself • Organize • Learning Style Three Solutionseeker • Practical • Learning Style Four Risktaker • See “Big Picture” • Want to change information Source: Bowperson Publishing & Training Inc. ISBN 0-9656851-7-9 www.bowperson.com

  10. Learning Styles • 1 Peacemaker • “I’ll be cautious about learning it until I feel it works for everyone.” • 2 Truthkeeper • “I’ll learn it if it’s valid and logical and fits with what I know.” • 3 Solutionseeker • “If it works and is useful to me, I’ll learn it.” • 4 Risktaker • “I’ll learn anything that’s interesting or a challenge to me.” Source: Bowperson Publishing & Training Inc. ISBN 0-9656851-7-9 www.bowperson.com

  11. Stretch your style! • We are blends of all 4 learning styles. • We tend to teach the way we learn. • We can stretch our style to meet the learning needs of others. • Use visual aids • graphics (1 per slide), movies, worksheets (think then write) • Provide narration • Use problem solving activities • Provide facts (style 2) • Give situational problems (style 3) • Use experiential learning (do, reflect, apply) • Field trips, internships, interviews (styles 1 & 4)

  12. IPM – What do you know? • What is IPM? • How can you get the message to your client groups? • Online and CD training

  13. Training for PCOs, Technicians, and Health Inspectors. http://ifasbooks.ufl.edu

  14. Pilot test your program

  15. Interaction “Prevents Death by Lecture”

  16. Review objectives with no learner embarrassment

  17. Simple Interaction

  18. VIDEO TIME http://schoolipm.ifas.ufl.edu/

  19. Verify learning with clear instructions.

  20. Provide Feedback

  21. Web Training http://www.solutionsforyourlife.org

  22. Spanish web training

  23. Summary (Distance Education is like IPM . . .) • Define your audience (Identification) • Make a list of objectives • Focus on your objectives (Monitoring) • Involve all learning styles (Integration) • Provide interaction (Treatment plan) • Pilot test and revise materials (Sanitation) • Keep it fun! (Communication and Education)

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