| Title of Project: | Youth Learning Net | |
| Project Director: | Dr. Susan Barkman, Dr. Roger Tormoehlen, Dr. Wendy Stivers | |
| Applicant Organization: | Purdue University |
| Congressional District Number: | 7 | |
| Period of Proposed Project Dates: | 06/1/1999 to 05/31/2000 |
Career training has always been a challenge given the rapid changes in jobs and the skills needed to perform them. Technology changes at a rapid pace. Using web career based training, activities can be updated constantly to reflect the most current information. In addition, the web will allow this site to link to other career based sites on the web.
The server for the web component of this project will be located at Purdue University. It will be designed to make optimal use of resources by universities participating in the 4-H Cooperative Curriculum System (see description below in paragraph 3). Subject matter content on the web site will focus on the twelve program areas listed under number 3 enhanced through interactive learning activities and an introduction to careers in agriculture, natural resource management, environmental science, human sciences and the food industries. The web component of "Youth Learning Net" will have links to universities that have academic programs of studies in these areas. In order to reach low-income and other under-served audiences, there will be a link to the "Youth Learning Net" on the USDA/CSREESs Children, Youth and Families at Risk (CYFAR) Network site. This will allow easy access to "Youth Learning Net" from all 561 Electronic Connectivity sites nationwide funded under the CYFAR Initiative.
Technical specifications for the "Youth Learning Net" project are as follows: The site will be on a Windows NT base server running NT servers built in web server. The server will connect on a 100Mhz 10 base-T to a fiber router to a T1 connection to the Internet. The fiber is part of the University backbone and T1 is the connection out to the rest of the world from the University. This type of hook-up to the Internet will provide the “bandwidth” needed to run animated interactive activities over the web. The major limiting factor presently is the speed at which the end user connects to the Internet. The interactive activities will be done using Macromedia Director, the most widely used multimedia programming tool available. Programming these activities in Director will ensure that they can be run both over the web and from a CD. Macromedia Director as a programming tool provides for the development of a highly interactive site, incorporating audio, video, user interaction, 3-D animation, virtual reality and more. Activities for this curriculum will be put on both a CD and a web site. By putting the curriculum on both a CD and web site, the strengths of each can be maximized. For example, the CD will permit the use of high quality video, 3-D animation and virtual reality. The web site will be able to use simpler animations and has the advantage of being available to anyone with an Internet connection. The master CD will be done at Purdue and then sent out for duplication. The interactive activities will be converted to Shockwave format for deployment on the Web. General web design will be accomplished using Adobes Pagemill. Forms for data input and evaluation will be done with Filemaker Pro.
The 4-H Cooperative Curriculum System (4HCCS) is a 33 state cooperative which develops and markets youth curriculum nationwide. Dr. Barkman is a member of the 4HCCS Steering Committee. 4HCCS began in 1990 when the North Central State Extension Directors joined together to fund university faculty and youth development extension specialists to design new animal science curriculum for youth. The cooperative has expanded to a national level, with states from all regions of the country joining as members. Since its inception, 4HCCS has developed over 125 products in a wide variety of areas including entomology, food science, plant science, mechanical science, human ecology, technology and communication to name a few. 4HCCSs sales volume totals 550,000 pieces of curriculum annually. Dr. Barkman, Dr. Tormoehlen, and Dr. Stivers have all chaired national design teams to develop curriculum under this system. The web site for reviewing and ordering materials is http://www.n4hccs.org. This site is designed primarily for professional staff who are making purchasing decisions about curriculum. "Youth Learning Net" will be a youth focused project.
Up to this point, 4HCCS has focused primarily on print materials. Recently the steering committee recognized the need to add a computer-based learning component to this effort. The Computer Curriculum Design Team has volunteered to be the first design team to use computer-based strategies as an integral component of their curriculum. This project entitled "Youth Learning Net" will serve as a template for future design teams to develop interactive computer-based learning components for their curriculum. Funds from the ADEC grant will be used to purchase a server and graphics design station, develop the interactive CD-ROM and web templates and design and pilot test the interactive youth computer curriculum. It is hoped that sustainability of the web site component of this project can be maintained with future sales of the accompanying print materials.
Computer
The development of high quality graphics, programming with multimedia software and creating complex 3-D images requires a computer with a lot of memory, a high speed processor and a large hard drive. All of these applications are very processor and video intensive. While a slower computer could possibly perform the tasks, the computer programmer would end up wasting time setting and waiting for the computer to perform the tasks. A high end computer, while more expensive to purchase, would be more economical in the long term because the computer programmers time would be used more efficiently and productively.
The Computer Curriculum Design Team includes faculty, staff and volunteers from ten states. A total of 35 people across the country are on a listserv to help review the curriculum. Specific Design Team members and their expertise are listed under number 5. The scope and sequence for the curriculum as well as the drafts of curriculum activities can be found at the following URL: http://www.uidaho.edu/ag/4-h/nnst/compuproj/scope/cccds-s.html. The curriculum will include three major components: an interactive web site, an interactive CD, and a printed introductory piece. ADEC funds will be used for the web site and CD components, while the match funds will be used to design and develop the print component. Printing costs and marketing will be covered by 4HCCS above the $45,000 allocated to the design team design and production.
The time table is for drafts of all activities to be written by March 1. The Ohio State University will do design and page layout of printed materials and Purdue University will design and develop the web site and CD. Dr. Roger Tormoehlen has had extensive experiences designing both CD and web sites. The curriculum will be pilot tested in fall 1999. The expected outcome is to have the “Youth Learning Net” up and running by January 2000. The Youth Learning Net team will then work with other 4HCCS curriculum design teams to add a web component to their curriculum. Training will consist of interactive videoconferencing. Other than a face-to-face meeting, interactive videoconferencing offers the richest medium of contact including instant feedback, multiple cues, use of natural language rather than symbols, and personal focus on the individual.
1. Development Curriculum Content: The CCS Computer Curriculum Design Team will develop and finalize the subject matter content to be distributed via the web and CD.
2. Design Content for Electronic Deployment: The web content designer, hired as part of this project, will take the subject matter content developed by the CCS Computer Curriculum Design Team and massage it into a format acceptable for deployment over the web and via CD-ROM. This will include appropriate interactive activities that can be transmitted over the Web or on CD-ROM.
3. Program the Website and CD-ROM: The computer/web program specialist will take the materials developed by the web content designer and program them to run on the web and on CD-ROM.
4. Pilot test the materials: During the development stages the CCS Computer Design Team will serve as a pilot test to review the materials for technical accuracy. A small group of youth will be identified to provide feedback on the appropriateness of the activities and on general layout out of the Website and CD-ROM.
5. Evaluate the materials: The CD-ROM program will be evaluated using youth in 4-H computer clubs and youth in primary and secondary school classes. The program will be evaluated for its ability to increase the knowledge level of the youth and on youths perception of it as an effective means of transferring knowledge.
6. Disseminate the products: The CD-ROM will be marketed through the Cooperative Curriculum System. The website address will be published through newsletters and emails within the Cooperative Extension System.
National 4-H Computer Curriculum Design Team: Dr. Wendy Stivers, Extension Specialist for 4-H Youth Development, Univ. of Kentucky and Bill Pabst, 4-H Education Technology Specialist, Univ. of Missouri (Co-chairs); Trudy C. Dunham - CYFERNet Coordination Team, Univ. of Minnesota; Chris Roegge, Computer Extension Specialist, 4-H Youth/Curriculum; Univ. of Illinois; Dr. Roger Tormoehlen, Assoc. Professor and Extension Specialist, 4-H Youth; Purdue University; Dr. Robert, Horton, Assoc. Professor, The Ohio State University; Rhonda Conlon, Microcomputer Specialist, North Dakota University; Edwin Orange, 1997- 98 National 4-H Tech Corp Member, Kentucky; Chuck Todd, Licensed Professional Engineer (retired), Washington; and 4-H Cooperative Curriculum System Liaisons - Dr. Susan Barkman, Professor and Extension Specialist, 4-H, Purdue University; and David Mitchell, Extension Specialist, University of Idaho.
Members of the Computer Curriculum Design Team have a wide spectrum of expertise. All members of the Design Team have worked cooperatively on a variety of multi-state and national projects.
Dr. Wendy Stivers was Educational Technology Specialist with the USDA/Army School-Age and Teen Project. She took primary lead in the writing/editing/producting of a 300 page Computer Lab Operations Manual developed for the project. The manual included activity sheets for incorporating 4-H curriculum, the Web, and software into packaged products and included lesson plans for a week-long Internet camp. The Computer Lab Operations Manual for USDA/Army School-age and Teen Project may be found at the following URL: http://www.usda-army-asat.org/clom/html.
Bill Pabst has held many titles throughout his Extension career including Educational Technology Specialist for the Missouri 4-H program, System Analyst, Programmer, and Community Development Specialist. He was lead person in the review and selection of approximately 150 “edutainment” software programs used at Army installations throughout the world. He has hands-on experience in working with youth in computer labs and worked with Trudy Dunham in setting up the computer lab at the National 4-H Science and Technology Symposium.
Trudy Dunham has been the primary leader/webmaster with the CYFERNet web site that incorporates information for the five networks that make up the CYFAR Initiative.
Chris Roegge is the curriculum specialist with the Illinois Cooperative Extension Service. He has designed a 4-H computer curriculum for the Illinois 4-H program.
Dr. Roger Tormoehlen has led or been a member of design teams in the development of
4-H curriculum Wood Science, Small Engines, Electricity, and ATV . He designed an interactive CD on Safe Tractor Operation and has developed interactive activities on the Purdue's 4-H web site: http://www.four-h.purdue.edu/youth/youthm.html.
Dr. Robert Horton is the curriculum specialist at The Ohio State University. His web site “Rockets Away” is an example of how to develop interactive activities. This site can be found at: http://www.ag.ohio-state.edu/~rockets/.
Rhonda Conlon is a computer specialist for North Dakota CYFERNet State Strengthening Project. She has conducted Internet workshops in California, Nebraska and Idaho. She has worked with computer educators from land grant universities, USDA, and Canadian ministries of Agriculture to develop and deliver computer applications workshops via e-mail.
Edwin Orange brings the “youth voice” to the entire process. He is a National 4-H Tech Corp member and created their web page at http://www.4-h.org/.
Chuck Todd is a retired Electrical Engineer and former System Analyst. He was written earthquake standards for electrical power utility substations for the Institute of Electrical and
Electronics Engineers.
Dr. Susan Barkman has extensive national experience in designing and evaluating curriculum. She chairs one of the National Curriculum Jury Review Teams. She serves on the 4HCCS Steering Committee.
David Mitchell has expertise in the area of science and technology. He also serves on the 4HCCS Steering Committee.
Other Purdue University Youth Learning Net Team: Richard Fox, Computer Programmer and Analyst and Dr. Krisanna Machtmes, Distance Education and Evaluation Consultant. Brief summary of their expertise is listed below:
Richard Fox
- B.S. in Electronics - Minor in Computer Technology - 1987
Indiana State University, Terre Haute, Indiana
- Associate Degree in Electronics - 1984
IVY-Tech, Lafayette, Indiana
WORK BACKGROUND
Computer Analyst - 4-H Department, Purdue University April ‘96 to Present. Responsible for Computers, Networking, Web page design & maintenance, and Software support. Apple, MS Windows 95, UNIX operating systems; AppleShare 4.02 , IP 5.0 , and IP 6.1 networks; Installing of all software and troubleshooting of hardware; Help Staff with software questions; FileMaker Pro Database, Ramia Database, Fileflex Database programming; Director Multimedia programming; Standard C programming.
Electronic Shop Coordinator - Herrick Laboratory Purdue University May 91 to March 96. Responsible for Computers, Electronics, and Instrumentation. Computers - Apple, MS-DOS, UNIX, MS Windows 3.1 operating systems; Artisoft Lantastic 5.0, Apple Share 3.0 networks; Artisoft Lantastic for Mac, Artisoft Interchange bridging software; Installing of all software and troubleshooting of hardware on all operating systems; Programming in Dbase III with clipper compiler, Quick Basic 4.5, FORTRAN, MS-DOS batch files; Help Faculty, Students, Staff with software questions; Specify out and recommend equipment; Electronics- Design of electronic and safety circuits; Troubleshoot, repair, and maintain equipment; Help students with circuits; Modify existing electronic circuits to the current application; Instrumentation - Calibration of accelerometers, microphones, pressure transducers both static and dynamic, and force transducers; Instruct and recommend the use of instrumentation to graduate students; Specify out and recommend instrumentation
Electronic Technician - Herrick Lab Purdue University of West Lafayette, IN October 89 to May 91. Responsible for computer maintenance, electronic circuit design, answering staff and graduate student questions, and troubleshooting of equipment.
Setup/Service Technician - Computerland of West Lafayette, IN November 88 - July 89. Responsible for the setup and testing of new equipment, warranty work, troubleshooting of new equipment, upgrading of old equipment, and some troubleshooting of non warranty equipment. Service Technician for Fourway Computer Products of South Bend, IN March 88 - November 88. Responsible for setup and testing of new equipment, testing and upgrading of old equipment and Novell networking experience.
---------------------------------------------
Krisanna Machtmes
- Ph.D. - Agricultural and Extension Education, Adult Education, Purdue University, 1998
- Ph.D. (ABD) - Crop Physiology (Kansas State University, 1990
- MS - Seed Physiology, Washington State University, 1986
- BS - Soil Science, University of Wyoming, 1981
WORK BACKGROUND
Evaluation Consultant / Program Coordinator - Purdue University, 1998 - present Assessment specialist and curriculum development for Cooperative Extension 4-H Department.
Graduate Assistant - Purdue University Cooperative Extension 4-H Department, 1997-98 Assisted in the development of the curriculum “Watershed Connections”. Analyzed data for the Partners for Better Communities Grant.
Graduate Assistant - Purdue University. Developed and managed Access database for Office of Certification and statistical analyses of certification tests. Survey analysis and statistical tutor for graduate level statistics classes.
PAPERS AND PUBLICATIONS:
Machtmes, K.L. (1998). A meta-analysis of the effectiveness of telecourses in adult distance education. Unpublished doctoral Dissertation, Purdue University, Indiana
Frick, M.J., Birkenholz, R.J., Gardner, H., & Machtmes, K. (1995). Rural and urban inner-city high school student knowledge and perception of agriculture. Journal of Agricultural Education, 36, (4), 1-9.
Frick, M.J., Brikenholz, R.J., & Machtmes, K. (1995). 4-H member knowledge and perception of agriculture. Journal of Agricultural Education, 36, (3), 43-49.
Frick, M.J., Brikenholz, R.J., & Machtmes, K. (1995). Rural and urban adult knowledge and perceptions of agriculture. Journal of Agricultural Education, 36, (2), 44-53.
Several studies have investigated the effectiveness of computer-aid instructional (CAI) programs as a teaching strategy in the field of agriculture. Researchers at Purdue and Indiana State universities evaluated the effectiveness of an interactive CD-ROM and an interactive Web site in teaching tractor safety. The study involved the development of one unit from Hobars "Safe Operation of Agricultural Equipment" in both the CD and Web based format. The 1998 study found that youth who used the interactive CD-ROM program had a subject matter knowledge increase of nearly 50%. Youth using the Web site exhibited a knowledge increase of 24% and youth using Hobars manual with classroom instruction increased their knowledge by 26% (Tormoehlen and Sheldon, 1998).
Poe compared electrical wiring tasks using high school and college students. Subject mastery was found to be higher for students receiving computer-based instruction than for students taught with traditional laboratory instruction. Results were: 68% mastery with CAI/Multimedia versus 52% mastery with instructor-based instruction for complex wiring tasks; 83% mastery with CAI/Multimedia versus 72% mastery with instructor-based instruction for simple wiring tasks. Poe concluded that CAI/Multimedia was more effective than traditional laboratory instruction in teaching hands-on wiring techniques to high school agricultural education students and to university students in basic agricultural mechanization classes (Poe, et al, 1987).
Using CAI/Multimedia to teach basic hydraulics, Blank concluded that this method was just as effective as instructor-based education. The author suggested that instructors should be able to increase the average student's comprehension by using CAI/Multimedia and supplying additional or supplemental information without an increase in instructional staff. Assuming Blank was correct, computer-based training materials for safe farm tractor and machinery operation could alleviate the problem of the shortage of qualified instructors for teaching the certification courses (Blank, 1991).
A computer-based program for teaching principles of agricultural economics to university freshmen was tested by comparing three instructional groups. One group received only CAI/Multimedia instruction; one group received only traditional classroom instruction; and one group received traditional instruction followed by the computer instruction. Although no significant difference was detected in posttest scores, the time of instruction was 32 0.000000e+00ss with CAI/Multimedia group (Marrison and Frick, 1993).
While all of the studies cited above dealt with knowledge gain and length of instruction, none of them looked at which teaching strategy was the best at creating a long term gain in knowledge. Lawson (1998) compared the effectiveness of an instructor-based classroom group to an independent study computer-based instruction group on the topic of bloodborne pathoogens. Lawson found that students using the computer based program show a knowledge gain of 53 percent compared to a knowledge gain of 14 percent for the instructor based group. A three-week follow-up posttest to determine long-term knowledge gain showed that the computer group still exhibited a knowledge gain of 39 percent. The knowledge gained for the instructor-based group has dropped from 14 percent to one percent. Lawson also observed that the instructor-based group took 70 minutes to complete the unit while the computer group completed it in an average of 35 minutes.
One of the primary advantages of CAI/Multimedia instruction is that the individual student is permitted to progress at his/her own pace (Hazari, 1992). Students who are more comfortable learning at a quicker pace are less likely to become disinterested due to the slower pace dictated by traditional teaching methods. Students who find it difficult to keep up in the traditional classroom can take as much time as they need to master a subject and the program can be designed to provide topic reviews whenever a deficiency is detected.
The advantages of computer assisted instruction were detailed by Lehman and Kidd (1992). Those applicable to this project include:
- Interactively -- The computer requires active learning by the student. It can present information, elicit the learner's response, evaluate the response, and provide immediate feedback.
- Individualization -- The computer's branching capabilities permit instruction to be tailored to the individual.
- Consistency -- Computer-based training provides replaceable instruction and a consistency often lacking in classroom instruction and independent study programs using printed materials.
- Motivation -- Computer simulations provide challenging scenarios for the student. Motivation is a key element in learning.
- Personalization -- Learners can proceed at their own pace without fear of appearing inept to their peer or instructors.
- Administration -- Computer-based training packages can be designed for stand-alone use; no instructor is required. Automatic record keeping is possible, permitting a trainer to track each individual student's progress despite flexible scheduling and use.
- Learner control -- Learners perceive the ability to control CAI to be a positive attribute.
- Cost effectiveness -- Although more expensive to develop than traditional instructor-based instruction, CAI is much less expensive to maintain and deliver. Computer disks are inexpensive and easy to duplicate and distribute, and microcomputers are widespread.
Provide evidence to verify the educational benefits/disadvantages of using electronic technology to teach subject matter-related concepts and issues to youth.
Develop and evaluate new innovative educational strategies for teaching technology-related concepts and issues that will be delivered using computer and distance learning technology.
Enhance the quality of educational training materials being by youth in the 4-H program. The materials developed will involve the user in the learning process through interactive educational hands-on activities.
To measure these factors the following activities will be conducted:
1. Evaluation strategies and tools development phase: Dr. Machtmes will meet with the project staff to develop a detailed evaluation plan for this project. Decisions will be made on the selection of variables and statistical procedures, and the design of the evaluation tools to collect the data.
2. Pilot test phase: The two teaching strategies/curriculum components (i.e., CD-ROM and web site) will be pilot tested to gather early feedback on appropriateness of the materials and to validate the evaluation tools. The interactive CD-ROM and WWW based programs will be pilot tested by youth attending statewide 4-H and FFA events in Indiana and youth in high school agricultural education classes. Results from the pilot testing will be incorporated into the teaching and evaluation materials prior to the field-testing phase.
3. Field test phase: The field test stage will evaluate the teaching strategies/curriculum components for their effectiveness in improving youth knowledge levels related to computer technology and skills.
* Locations: Field testing will be conducted at various locations throughout Indiana.
* Sample size: The testing will involve a minimum of three test sites with a minimum of 200 youth. Dr. Machtmes, as the evaluation expert for the project, will be responsible for ensuring that a diverse, random sample with adequate participants is used.
* Diversity of test population: Field testing will be conducted in various locations, nationally. Every effort will be made to include minorities and females in the test population.
* Evaluation method: Testing will be done to determine the benefits of each of the curriculum pieces/teaching strategies for increasing knowledge. Gains will be measured using a pretest/posttest approach.
* Variables tested for: Both curriculum components/teaching strategies will be tested for their ability to increase knowledge level. In addition each teaching strategy will be evaluated to determine their ease of use and general appeal to the end user.
* Evaluation instruments: A multiple-choice questionnaire will be used to pretest/posttest the knowledge level of the youth participating in this study. A multimedia perception questionnaire will be used gather feedback from the users on their perceptions of the electronic based learning tools. A participation questionnaire will be used to gather information on the participants such as how much experience do they have with computers.
PROCESS EVALUATION
The process evaluation component will be completed using both internal and external methods. The methodologies include:
1. Internal: Dr. Machtmes will develop a formal evaluation process to gather feedback from the project staff on a regular, periodic basis.
2. External: Dr. Machtmes will be responsible for the development and implementation of processes to gather feedback from the CCS Computer Design Team throughout the duration of the project. Methodologies will include, but not necessarily be limited to: written questionnaires, oral feedback, and focus group style evaluations.
The project team will meet on a regular basis (at least bi-weekly) to continually evaluate the project and provide guidance and direction to the Project. E-mail will be heavily used to keep everyone on the project teams and advisory committee up-to-date.
2. High quality educational materials will be developed that may be used in other educational settings such as: Boy Scouts, Girl Scouts, YMCA, YWCA, Boys and Girls Clubs, Youth Centers, schools, and youth at home.
3. The materials may be useful in teaching subject matter concepts and skills to adults with limited literary skills.
4. The electronic medium enables minorities and women to learn in an environment that is void of the pressures/limitations found in the traditional educational settings.
July 1999: Web designer will develop materials for placement on the web. Programmer will start programming materials for the web. Student laborers will start developing high quality graphics, 3-D animations and virtual reality movies.
August - December 1999: Continue with development of the web site and CD-ROM. Youth will be identified during this time to pilot test various components of the web site and CD-ROM. Their feedback will be incorporated into the CD and web site prior to final evaluation in the spring of 2000
January - March 2000: Evaluate the web site and CD-ROM for their educational effectiveness. The evaluation will involve a pretest/post test to measure knowledge gain, a participant questionnaire to determine things such as the computer experience of the user, and a perception questionnaire to measure the participants like and dislikes for this type of educational materials.
April 2000: Make changes in the CD-ROM and web site based on feedback from the evaluate stage.
May 2000: Post the web site and announce its availability nationwide. Develop the master CD-ROM and submit it to the National Cooperative Curriculum System for mass duplication and distribution.
Susan Barkman, Ph.D. Time commitment to project = 0.11 FTE (Cost sharing component)
Dr. Barkman will be responsible for supervising all aspects of the project pertaining to the development of the subject matter content into a format suitable for deployment over the web or on a CD-ROM. Dr. Barkmans expertise in the area of curriculum development will be beneficial in this role.
Wendy Stivers, Ph.D. Time commitment to project = 0.07 FTE (Matching funds)
Dr. Stivers, as co-chair of the CCS Computer Curriculum Design Team, will be responsible for working with the Design Team in the development of the subject matter content to be placed on the web and CD-ROM.
K. Machtmes, Ph.D. Time commitment to project = 0.10 FTE (Evaluation Expert)
An individual with expertise in distance education and evaluation is essential. Dr. Machtmes possesses these skills. She brings to this project experience in the evaluation of informal education programs and an education background in distance education.
Richard Fox, B.S. Time commitment to project = 0.05 FTE (Cost costing component)
Mr. Foxs will be responsible for the setup and maintenance of the web server. Mr. Fox has over seven years of experience of maintaining and troubleshooting computer hardware.
Craig Personett, Time commitment to project = 1.0 FTE.
Mr. Personett graduated from Purdues Department of Technical Graphics in December 1998 specializing in the development of web pages. Mr. Personett also is quite skilled in the area of graphic design and the production of 3-D animations.
Web Designer, Time commitment of project = Contractual at $12,500
This person will be responsible for taking the subject matter content as developed by the Design Team and placing it in a format that can be programmed for a web site or a CD-ROM.