7 pages., Via online journal., Virtual plant walk maps were developed for an ornamental plant identification (ID) course, with the goal of providing an additional study resource to potentially enhance student learning. The maps provided students an opportunity to revisit plants covered in lecture and laboratory sections at their own convenience, using either a computer or mobile device. Each map plotted the locations of the plants from the corresponding list and provided photographs of specimens, plant family, common and scientific names, and plant type information. At the end of the course, a survey was given to collect information about student use and perceptions of the virtual plant walk maps for two fall semesters (n = 87). Survey results indicated 63% of the students used the virtual plant walk maps as a study resource. Students who used the maps reported accessing the maps an average of 3.2 times between receiving the maps and taking the plant ID quiz in laboratory. Students mainly used the maps to study the most current plant list and accessed previous plant list maps to a lesser extent. About 67% of students who used the virtual maps, used the maps to visually review the plants online only, although 31% of students used the maps for both visual review and to physically retrace the plant walk to view the live specimens. Of the students who did not use the maps, most found other study resources/methods more useful or they forgot about the maps as a resource. When asked to rate usefulness of the maps on a scale from slightly useful (1) to very useful (3), 43% of students indicated that the virtual maps study tool was very useful, 25% indicated the maps were useful, and 8% indicated that the maps were slightly useful. A significant dependence between student use frequency and student usefulness ratings of virtual plant walk maps was observed. As students’ use of the virtual maps increased, they perceived the maps to be more useful to their studies in preparing for ID quizzes. No differences between plant ID quiz scores were associated with virtual plant walk map use, learning style, or use by learning style. Our survey indicated that students used the virtual plant walk maps as a resource and perceived the maps as a useful tool in preparation for ID quizzes.
4 pages., Via online journal., Interactive web-based questions were developed for students to review
subject matter learned in an online plant propagation course. Articulate Storyline
software was used to build nearly 250 review questions with five different testing
styles to ascertain proficiency in subject areas, including the biology of propagation,
the propagation environment, seed propagation, vegetative propagation, micropropagation, and cell culture. Questions were arranged to correspond to the
supporting textbook chapters in Hartmann and Kester’s Plant propagation: Principles and practices, ninth edition. These are open access and available to instructors
and students worldwide. Users received immediate feedback for each question
answered correctly or incorrectly. The system remembers where one leaves off,
which enables starting and stopping multiple times within a chapter. Means of preand posttest responses to nine content knowledge items showed that students
perceived a significant content knowledge gain in the course. These online interactive reviews can be adapted easily to other courses in a variety of fields,
including horticulture, botany, systematics, and biology. They can also be expanded
to overlay multiple objects and trigger events based on user response. Since inception,
the website hosting these online reviews averaged 156 unique visitors per month.
Students have reported this to be a useful tool to prepare them for course exams.
Malawi: Extension Aids Branch, Department of Agriculture, Zomba, Malawi.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Oversized box 1 Document Number: D07925
Notes:
John L. Woods Collection., Cinematography teaching guide in ring binder. Developed in support of the Mass Communication Project, University of Missouri, funded by the U.S. Agency for International Development. Part 1 - Basic photographic principles. 68 pages. Part 2 - Producing single system sound films in developing countries. Pages not numbered.
Malawi: Extension Aids Branch, Department of Agriculture, Zomba, Malawi.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Oversized box 1 Document Number: D07926
Notes:
John L. Woods Collection., Cinematography teaching guide in ring binder. Developed in support of the Mass Communication Project, University of Missouri, funded by the U.S. Agency for International Development. Chapters 5-16. 122 pages.
Malawi: Extension Aids Branch, Department of Agriculture, Zomba, Malawi.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Oversized box 1 Document Number: D07927
Notes:
John L. Woods Collection., Cinematography teaching guide in ring binder. Developed in support of the Mass Communication Project, University of Missouri, funded by the U.S. Agency for International Development. Shooting the film (chapters 17-24 - 114 pages); Editing the film (pages not numbered); Distributing the films (pages not numbered).
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 195 Document Number: D08001
Notes:
John L.Woods Collection, Ring binder containing series overview with lesson plans and resources for a series of seven seminars. Author identified with Chemonics International, Inc., Washington, D.C. Pages numbered by section.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 196 Document Number: D08036
Notes:
John L. Woods Collection, Involves Rebuilding Afghanistan’s Agricultural Market Program (RAMP). Project of Chemonics International, Inc., Washington, D. C., funded by the U. S. Agency for International Development, Washington, D. C. 6 pages.
"This teaching case provides an example of adopting e-commerce in the interaction and trading activities between participants in the food sector through a typical agricultural products e-commerce company in China." It can be used to teach graduate/postgraduate students in agricultural business, MBA and executive programmes about the agri-food e-commerce business model.
