Progress 09/01/10 to 08/31/15
Outputs
Target Audience:The target audience includes the intended viewers of the video educational modules. Video educational modules have been designed with horticultural and engineering students in mind. Specifically, this project targets students who seek an interdisciplinary mix of horticulture and engineering in preparation for work in controlled environment plant production. It has also been considered that educators and growers may use these modules to learn about more specific details about controlled environment plant production. Changes/Problems:This project was delayed when a tornado destroyed most of the greenhosue facilities at The Ohio State University's Wooster campus. Personelle setbacks include Tom Bean's retirement and Peter Davidson leaving the project. Despite these setbacks, this project has produced nine more modules than originally proposed. What opportunities for training and professional development has the project provided?The project has developed professional knowledge and educational experience for all who participated. Individual participants include A.J. Both, Robin Brumfield, Emily Buck, Gene Giacomelli, Murat Kacira, Chieri Kubota, Peter Ling, Peg McMahon, Robert McMahon, and Terry Lanker. Partner organizations include AmericanHort; Mike Klingman, Ohio Agriculture Research and Development Center; Jeff Heckman, Office of Continuing and Professional Education at Rutgers; Argus Control Systems Ltd.; Amy Kohmetscher, Online Education and Outreach, ATI; Marc Van Iersel, University of Georgia; and Rosa Raudales, University of Connecticut. Individuals in training or professional development include undergraduate students Jeddy Choi, Braydi McPherson-Hathaway, Brandie Folck, and Matthew Spies; graduate students Wee Fong Lee, Miles Jonard, Ehab Tamimi, Hans Spalholz, and Lyndsey Murphy and research associate Luke Power. Professional knowledge was enhanced through gathering, studying and communicatting detailed content related to controlled environment plant production. How have the results been disseminated to communities of interest?Througout this project, information about the modules has been presented at continuing education conferences and in classrooms at The Ohio State University, Rutgers, The State University of New Jersey, and The University of Arizona. Thirtyfour of the modules have been available on YouTube since 2014. Without promotion, these modules have had a total of 2284 views as of 11-25-15. At The Ohio State University's ATI, the modules will be used in newly designed courses in controlled environment plant production. A science instructor at a Career Technical High School in Ohio plans to integrate module content with environmental science. The modules and supporting materials will be accessible through a website that will be created specifically to host the materials. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The controlled environment plant production (CEPP) industry faces challenges such as global competition and rising energy costs, need for capital and technology intensive growing systems, and environmental sustainability concerns. Unfortunately, access to CEPP engineering/technology information is limited and expertise is scattered across the United States. This project's goal is to increase the availability of CEPP engineering/technology educational materials. In this project, academic experts of engineering and horticulture across the United States have created a series of educational video modules each covering various CEPP engineering/technology topics. A total of five higher education institutions contributed to this project. In addition to the three original academic institutions who proposed the project, University of Georgia (UG) and University of Connecticut (UC) contributed to the module production effort. The project was proposed by The Ohio State University (OSU), Rutgers, The State University of New Jersey (Rutgers), and The University of Arizona (UA). We have completed more modules than the minimum number of 53 originally proposed. There are 62 completed modules: 59 by OSU, Rutgers, and UA; 3 by UG and UC. Through an evaluation process, the original list of module titles have been added, altered, or deleted as was deemed appropriate. Guidelines of educational content and a template of presentation format were established for module development consistency. Supporting documents such as vocabulary definitions and questions with answers were created to increase educational effectiveness for students and instructors who use the modules. Among the completed modules, 45 of them include vocabulary and assessment questions and 14 include discussion questions. The modules have benefited both 4-year Bachelor of Science and 2-year Associate Bachelor of Science academic programs. College students entering CEPP are the intended primary audience of video modules. For example, OSU is introducing new courses specific to greenhouse engineering technology for which these modules are applicable. Modules are also applicable in a new 2-year curriculum established at OSU in 2015. An ongoing effort in developing a four-year program at OSU will have a long lasting effect beyond the funding time period of this grant. The modules also have been adopted to enhance academic courses by UA and Rutgers. Usage of the modules goes beyond higher education classrooms by extending benefits into the realms of continuing education and technical high school programs. Targeting at life-time-learners, a portion of the completed modules were posted on Youtube in July of 2014. The registered views are 1473 and 2284 as of June, 2015 and November 2015, respectively. Targeting beginning greenhouse growers, Rutgers University included content of selected modules in their Greenhouse Production Short Course. The modules also have relevance in the high school environment. For example, Wayne County Schools Career Center, Smithville, OH has adopted some of the modules to enhance their existing courses. In total, 10 courses have been enhanced with the learning modules (the original proposal planned enhancing 14 courses). The knowledge gain from these modules will be reflected in increased industry competitiveness as students obtain jobs. Consumers will see higher quality plant materials. The environment will bear a reduced burden. Food safety will be increased with reduced pesticide use and improved product tracking systems.
Publications
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2013
Citation:
Jonard, M. (2013). The Creation of Multimedia Teaching Modules for Controlled Environment Plant Production and Their Assessment. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Both, A.J., Robin Brumfield, Emily Buck, Peter Davidson, Gene Giacomelli, Murat Kacira, Chieri Kubota, Peter Ling, Peg McMahon. 2014. Online Greenhouse Systems & Production Training. Cultivate14, Columbus, OH. 7/12-15. Cultivate14 (formerly OFA Short Course) is the largest floriculture trade show and educational event in the US.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Both, A.J., Robin Brumfield, Emily Buck, Chieri Kubota, Peter Ling, Peg McMahon. 2014. Online Greenhouse Systems & Production Training Lab. Cultivate14, Columbus, OH. 7/12-15.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Ling, Peter and Murat Kacira. 2014. Controlled Environment Engineering/technology Teaching Modules. NCERA-101 regional committee meeting, Fairbanks, Alaska. 4/14-16.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Ling, Peter and A.J. Both. Controlled Environment Engineering/technology Teaching Modules. NE-1335 regional committee meeting, New Brunswick, NJ. 6/3-6/4.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Ling, Peter, AJ Both, Murat Kacira, Emily Buck, Robin Brumfield, Peter Davidson, Gene Giacomelli, Chieri Kubota, and Margret McMahon. 2014. Greenhouse Engineering/Technology Learning Modules. North America College and teachers of Agriculture Conference, Bozeman, MT. 6/25-28.
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Progress 09/01/14 to 08/31/15
Outputs
Target Audience:Our target audiences include students who are enrolled in 2 and 4-year higher education academic programs, as well as lifelong learners who are interested in learning horticultural engineering technology. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?A significant number of individuals and organizations were able to share ideas and learn from each other during this final year of the project. Individuals include A.J. Both, Robin Brumfield, Emily Buck, Gene Giacomelli, Murat Kacira, Chieri Kubota, Peter Ling, Peg McMahon, Robert McMahon, and Terry Lanker. Partner organizations include AmericanHort; Mike Klingman, Ohio Agriculture Research and Development Center; Jeff Heckman, Office of Continuing and Professional Education at Rutgers; Argus Control Systems Ltd.; Amy Kohmetscher, Online Education and Outreach, ATI; Marc Van Iersel, University of Georgia; and Rosa Raudales, University of Connecticut. Individuals in training or professional development include undergraduate students Jeddy Choi, Braydi McPherson-Hathaway, Brandie Folck, and Matthew Spies; graduate student Wee Fong Lee, and research associate Luke Power. How have the results been disseminated to communities of interest?Information about the video modules on various topics of controlled environment plant production was presented at NC1186 annual meeting in Grand Rapid, Michigan on 7-26-15. At Rutgers University content from "Greenhouse Heating," "Greenhouse Location and Structures," "Greenhouse Ventilation," and "Supplemental Lighting and Shading" was used during the Greenhouse Production Short Course on March 2-3, 2015, Twenty students in the Applied Instrumentation for CEA Systems course at The University of Arizona watched "Data Acquisition and Control Systems" and "Carbon Dioxide Enrichment." Another 150 students in the Biosystems Thermal Engineering course viewed "Psychometrics and Processes Part 1" and "Psychometrics and Processes Part 2." At The Ohio State University 80 students in different courses viewed modules. Greenhouse Bedding and Flowering Pot Plant Production course used "Weather Station" module. Advanced Greenhouse Production course used "Data Acquisition and Control Systems" and "Dehumidification Methods." Greenhouse Environmental Control course used "The Worldwide Technology for Controlled Environment Plant Production." Basic Greenhouse Production course used "Integrated Pest Management: Scouting and Sanitation," "Scheduling A Crop," and "Vegetable Crops - Overview of Hydroponic Tomato." What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
In total 62 video recorded learning modules on various topics under controlled environment plant production were created. These modules were produced by collaborators at The Ohio State University, Rutgers, The State University of New Jersey, and The University of Arizona. For three modules, volunteers from other universities participated in authorship. These universities include The University of Georgia and The University of Connecticut. Modules can be divided into ten general categories based on topic; four modules on introductions to controlled environment plant production, five modules on physics for greenhouse engineering, five modules on key physical environmental factors and their effects on plant growth, three modules on sample crop production systems and techniques, fourteen modules on greenhouse system components and design, six modules on sensors and instrumentation, two modules on automation and mechanization, nine modules on greenhouse operation, nine modules on economics, and three modules on greenhouse issues and future technology. Forty five modules have associated vocabulary and assessment questions and fourteen modules include discussion questions. These supporting materials are designed to increase educational effectiveness for students and instructors who use the modules. Originally, a list of 53 module titles were proposed. 26 modules underwent title changes to better describe included content. For example, "Introduction of the Instructors" was changed to "Introduction" as the module was augmented with a brief introduction to controlled environment plant production as well as introducing the authors of this collaborative effort. Seventeen module titles not included in the original proposal were created. In some cases, the modules were created to go in more depth coverage of a topic while still maintaining a time window of 20-30 minutes per module. For example, "Humidity Control" was expanded to "Humidity Management Part 1 - Key Parameters," "Humidity Management Part 2 - Control," and "Dehumidification Methods." In other cases, completely new modules were created. For example, a module titled "Temperature, Humidity, and Air Velocity Sensor Selection" was created as no original topics covered the selection of different greenhouse sensors. Three originally proposed module topics were either eliminated or combined. Modules titled "Automation," "Mechanization," and "Robotics," were combined in "Mechanization and Automation." A module originally proposed as Monitoring the Greenhouse Environment: Light, Temperature, Humidity, and CO2 was eliminated as its content was addressed in the "Measuring Environmental Parameters Aerial Environment" module. Seven titles originally proposed are incomplete. These titles were not completed because of time constraints and higher priority that was placed on other topics.
Publications
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Progress 09/01/13 to 08/31/14
Outputs
Target Audience:The target audience includes the intended viewers of the video educational modules. Video education modules have been designed with 2 and 4 year higher education horticultural and engineering students in mind. Specifically, this project targets students who seek and interdisciplinary mix of horticulture and engineering in preparation for work in controlled environment plant production. It has also been considered that educators and life-long learners in the greenhouse industry may use these modules to learn about more specific details about controlled environment plant production. At this point in the project 34 of 53 proposed modules have been produced and tested in academic classroom instruction, as well as in education programs of CEPP industry. Changes/Problems:We would like to request a one-year no-cost extension of the project. The time period will be used primarily for the assessments and improvements of the developed learning modules, and to complete the remaining learning modules that are still at various stages of development. The learning modules will be incorporated into additional academic courses offered not only at institutions that are responsible for the content development, but also those interested in serving as a beta testing site. For example, Virginia Polytechnic University has volunteered as a beta testing site of the developed learning modules. What opportunities for training and professional development has the project provided?Professional development has been enhanced as individuals not listed as participants in this report have collaborated in module development. AmericanHort, Peter Davidson of Davidson Consultant, Mike Klingman of the Ohio Agricultural Research and Development Center, Jeff Heckman from the Office of Continuing and Professional Education at Rutgers, and Argus Control Systems Ltd. all worked toward the completion of the learning modules. Graduate students Wee Fong Lee, Miles Jonard, Ehab Tamimi, Hans Spalholz, Lindsey Murphy and research associate Luke Power also contributed. All who have participated grew professionally from their working together towards module development. How have the results been disseminated to communities of interest?Information about the learning modules was presented at NCERA-101 annual meeting in Fairbanks, Alaska on 4-13-14 and on a poster at NACTA 2014 annual conferences in Bozeman, Montana on 6-26-14 Approximately half of the video modules went live for the first time at Cultivate '14 in Columbus Ohio on 7-12-14 through 7-15-14. Cultivate '14 is the largest trade show/educational event of floriculture industry in the United States. There, as a trial, 27 of the 34 learning modules were delivered through YouTube. Highlights of the 34 modules were presented in an oral presentation, followed by a hands-on session to assist with on-line access and additional instruction of the content of the available modules. Beta testing Internet delivery of the modules, all 34 modules have been posted on YouTube for a short time period. Relocation of all the modules to a permanent website, hosted by Ohio State University, is planned. Six modules were beta tested in classrooms. At the University of Arizona, modules titled "Humidity Management - Key Parameters" and "Humidity Management - Control" were used in the Applied Instrumentation in CEA course. Those same two modules were also used at The Ohio State University Wooster campus in the Greenhouse Bedding and Flowering Pot Plant Production course. At The Ohio State University Columbus campus, modules titled "Data Acquisition and Control" and "Humidity Management" were used in the Advanced Greenhouse Production course. What do you plan to do during the next reporting period to accomplish the goals?We have started assessing and evaluating outcomes and impacts of the delivered learning modules. Assessment and evaluation tools have been developed and used that yielded useful information. At Cultivate '14 in Columbus Ohio on 7-13-15, 82.8% of 29 respondents rated the educational content of the video modules as "just right," 10.3% rated the content as "too complex," and 6.9% rated the content as "too simple." From this feedback, module authors plan to make some changes to some of the module presentations and in some cases to the module content. More extensive evaluation of the learning modules is proposed for the coming year (2014-2015).
Impacts
What was accomplished under these goals?
Experts in controlled environment plant production (CEPP) from The Ohio State University, Rutgers, The State University of New Jersey, and The University of Arizona continued creation of a series of educational video modules and supporting materials. Information as well as completed modules were presented at several conferences and audience feedback was obtained that will be used to direct further module development. A total of 34 learning modules have been produced. We have disseminated the project information at three professional meetings, and one industry educational event. The learning modules have been used for academic classroom instruction, as well as education programs of CEPP industry. Two four-year and one two-year higher education programs have used several learning modules for undergraduate instructions. Approximately 50 students of three undergraduate classes, and more than 70 people in continuing education settings have viewed one or more of the completed learning modules.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Both, A.J., Robin Brumfield, Emily Buck, Chieri Kubota, Peter Ling, Peg McMahon. 2014. Online Greenhouse Systems & Production Training Lab. Cultivate14, Columbus, OH. 7/12-15.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Ling, Peter and Murat Kacira. 2014. Controlled Environment Engineering/technology Teaching Modules. NCERA-101 regional committee meeting, Fairbanks, Alaska. 4/14-16.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Ling, Peter and A.J. Both. Controlled Environment Engineering/technology Teaching Modules. NE-1335 regional committee meeting, New Brunswick, NJ. 6/3-6/4.
- Type:
Other
Status:
Published
Year Published:
2014
Citation:
Ling, Peter, AJ Both, Murat Kacira, Emily Buck, Robin Brumfield, Peter Davidson, Gene Giacomelli, Chieri Kubota, and Margret McMahon. 2014. Greenhouse Engineering/Technology Learning Modules. North America College and teachers of Agriculture Conference, Bozeman, MT. 6/25-28.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Both, A.J., Robin Brumfield, Emily Buck, Peter Davidson, Gene Giacomelli, Murat Kacira, Chieri Kubota, Peter Ling, Peg McMahon. 2014. Online Greenhouse Systems & Production Training. Cultivate14, Columbus, OH. 7/12-15. Cultivate14 (formerly OFA Short Course) is the largest floriculture trade show and educational event in the US.
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Progress 09/01/12 to 08/31/13
Outputs
Target Audience:The target audience includes the intended viewers of the video educational modules. Video education modules have been designed with horticultural and engineering students in mind. Specifically, this project targets students who seek an interdisciplinary mix of horticulture and engineering in preparation for work in controlled environment plant production. It has also been considered that educators and greenhouse industry may use these modules to learn about more specific details about controlled environment plant production. At this point in the project the many modules remain incomplete and those have not been viewed by the target audience. Changes/Problems:No cost extension request. What opportunities for training and professional development has the project provided?The project has developed professional knowledge and educational experience for all participating in its creation. Professional knowledge was enhanced through gathering and studying detailed content related to controlled environment plant production. Professional educational experience was enhanced through creation of self contained educational modules. A self contained module must provide the user with complete information as questions cannot easily be asked. In addition, the video and audio quality must be sufficiently high so that it does not distract from learning. The ability to produce educational content that is both self contained and of high video and audio quality is accomplished through practice that is gained in this project. How have the results been disseminated to communities of interest?Moduels were presented by NE-1335 phone conference call on 9-20-2013. At the end of this project, completed modules will be used by horticultural engineering/technology instructors. What do you plan to do during the next reporting period to accomplish the goals?Continue work towards the production of a series of 53 narrated educational PowerPoint videos with supporting learning materials on topics within controlled environment plant production.
Impacts
What was accomplished under these goals?
Experts in controlled environment plant production continue creation of a series of educational video modules, each of which covers various aspects of controlled environment plant production. Authors from The Ohio State University, Rutgers, The State University of New Jersey, and The University of Arizona have developed a collaborative module production protocol that defines the responsibility of first draft creation, flow of the draft revision, completion of the module, and production of the module. Vocabulary and assessment tools for the teaching modules are being developed. First drafts of 20 additional modules have been completed. A module titled "Greenhouse Worldwide CEA" has been finalized.
Publications
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2013
Citation:
Jonard, M. (2013). The Creation of Multimedia Teaching Modules for Controlled Environment Plant Production and Their Assessment. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/
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Progress 09/01/11 to 08/31/12
Outputs
Target Audience:The target audience includes the intended viewers of the video educational modules. Video educational modules have been designed with horticultural and engineering students in mind. Specifically, this project targets students who seek an interdisciplinary mix of horticulture and engineering in preparation for work in controlled environment plant production. It has also been considered that educators and greenhouse industry may use these modules to learn about more specific details about controlled environment plant production. At this point in the project the modules have not yet been completed and viewed by the target audience. Changes/Problems:A tornado destroyed more than 90% of The Ohio State University's greenhouse engineering research facilities on 9-16-10. Progress has been delayed due to damage recovery efforts. Insurance funding is available for the replacement of the damaged equipment and facilities but scarce personnel resources have made restoration a long and challenging process. Significant faculty time was devoted to the tornado recovery efforts during this reporting period. PI Dr. Ling had primary responsibilities prioritizing replacement greenhouse requirements. Progress has also been delayed due to the quarter-to-semester academic calendar conversion at The Ohio State University. Greenhouse engineering technology education curricula and courses were revised for the conversion. PI Dr. Ling served on the curriculum advisory committee for the Agricultural Technical Institute on Wooster campus. Co-investigator Dr. McMahon provided leadership for the quarter to semester conversion. Finally, co-investigator Tom Bean Retired. What opportunities for training and professional development has the project provided?The project has developed professional knowledge and educational experience for all participating in its creation. Professional knowledge was enhanced through gathering and studying detailed content related to controlled environment plant production. Professional educational experience was enhanced through creation of self contained educational modules. A self contained module must provide the user with complete information as questions cannot easily be asked. In addition, the video and audio quality must be sufficiently high so that it does not distract from learning. The ability to produce educational content that is both self contained and of high video and audio quality is accomplished through practice that is gained in this project. How have the results been disseminated to communities of interest?Modules were presented at NCERA-101 annual meeting in Ames IA. At the end of this project, completed modules will be used by horticultural engineering/technology instructors. What do you plan to do during the next reporting period to accomplish the goals?Continue work towards the production of a series of 53 narrated educational PowerPoint videos with supporting learning materials on topics within controlled environment plant production.
Impacts
What was accomplished under these goals?
Experts in controlled environment plant production continue creation of a series of educational video modules, each of which covers various aspects of controlled environment plant production. Authors from The Ohio State University, Rutgers, The State University of New Jersey, and The University of Arizona have standardized module production procedures at a PI meeting in Ohio on 7-17-12. A module content template has been established. Supporting documents for each module such as vocabulary definitions and questions with answers will be created to increase educational effectiveness for students and instructors who use the modules.
Publications
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Progress 09/01/10 to 08/31/11
Outputs
Target Audience: Hoorticural engineering/technology faculty members, and greenhouse industry. Changes/Problems: Due to unexpected technical difficulties, our project progress was behind the original schedule. We have requested and was granted a one-year no-cost extension of the project. The extension will allow the team to complete all of the proposed teaching modules. What opportunities for training and professional development has the project provided? The developed teaching modules have been used for traiining and professional development in different settig including academic classrooms, and continue education for commercial growers and industry support personnel. How have the results been disseminated to communities of interest? We are working closely with horticulre, horticultural engineering/technology instructors on the campuses of Rutgers University, The University of Aroizona, and The Ohio State University.. The investigators of this project have used some of the completed teaching modules in their academic classes. We are also working clsely with the largest horticulture professional organization in the US, OFA - The Association of Horticulre Professionals, for a public release of all the teaching modules in July, 2014. What do you plan to do during the next reporting period to accomplish the goals? We will continue our teaaching module development efforts as well as using evaluation tools to assess the effectiveness of the teaching modules.
Impacts
What was accomplished under these goals?
Several developed horticultural engineering/technology teaching modules have been implemented in classrooms for horticulture as well as enigneering students, and commercial growers. The developed teaching modules will be made available on a server located on Columbus campus of The Ohio State University. Currently we have 20+ partially completed eaching modules on a server located at University of Arizona. The Arizona platform serves as a collaborating workspace for the refinements of the teaching modules at different developmental stages. The team of three universities and one company also established a communication schedule for regular discussion on the project related topics.
Publications
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