Developing an Interactive Multimedia Computer Program for Learning Agronomic Principles

NACTA Journal, Dec 2004 by McAndrews, Gina M, Mullen, Russell E, Taylor, Kerry L, Dobill, Dan, Green, Detroy

In 2001, after three years of searching for additional funding, $104,000 in grant money was received to complete the CIMPLE modules of the remaining 11 chapters. Over a period of two years, a post-doctorate worked full time, with part time assistance from the course instructor and lab coordinator, to develop, edit and complete the 11 modules. An ISU student-based computer fee fund consisting of $45,000 was used to purchase twenty-six new Dell Optiplex GX240 desktop computers for the ISU Crops Learning Center, the lab in which students use CIMPLE.

For each of the 13 chapters, learner objectives, relevance of the material, digitized video tutoring of subject matter, key concepts of material to be learned, practice learning exercises, sub-unit and chapter self diagnostic learning quizzes, and problem-solving scenarios including technical and ethical/environmental problems were developed (Table 1).

A brief description of CIMPLE follows. After the student logs onto the computer, the screen presents 13 icons representing each chapter topic along with the chapter title (Figure 1). After selecting a chapter icon, the proceeding screen presents four major icons for 1) chapter assessment, 2) chapter video, 3) chapter, subunits, and 4) chapter environmental/ethical issues. Chapter assessment provides a number of true/false questions that allow students to assess their knowledge of material over the entire chapter. Chapter video provides visual footage of educational material related to the chapter topic. Chapter subunits refer to short sections of material within a chapter. Upon entering a subunit section, the screen presents students with the following chapter subunit options: 1) objectives, 2) relevance, 3) video, 4) key concepts, 5) practice, 6) self-check, and 7) practice problem-solving. The fourth major icon, environmental/ethical issues, presents a current issue or scenario in agriculture that people encounter. Students are asked to consider information on both sides of the issue and develop an argument for one side of the issue, submit a one page paper presenting their reasoning and be prepared to discuss the issue in class.

The combination of materials in the Crops Learning Center, including CIMPLE, allows students access to all course information and learning tools, and students can proceed at a self-determined rate. After reviewing material, students can assess their mastery of material by taking the subunit multiple-choice quiz or the chapter self-assessment T/F questions. In both cases, CIMPLE presents student scores immediately after the assessment is completed. At the end of the chapter self-assessment, students are provided information on which questions were missed or correct, and the corresponding subunit, so students know which subunit of a chapter may need additional study.

CIMPLE Incorporated into a Residence Class

The Agron 114 course covers 13 textbook chapters, with one chapter being covered per week. The Crops Learning Center houses the 26 computers that were purchased specifically for students to use CIMPLE. The traditional education materials that have been used in the course to teach the subject matter, such as hands-on lab materials, live plants, greenhouse experiments, and class discussions, continue to be used. With the exception of class discussion, the computers and all other learning tools mentioned above are located in the learning center for the course, which is open to students and staffed by course instructors or graduate teaching assistants 35 hours per week. During the open hours, students are required to pass a weekly multiple-choice test over the week's chapter material. In this course structure, students have access to all learning materials, and control the frequency with which they use certain learning tools.