October 2007
Volume 45 Number 5

Tools of the Trade

SAMMIE: Using Technology for a One-Stop Program Evaluation Resource

Thomas M. Archer
Leader, Program Development and Evaluation
Ohio State University Extension
Columbus, Ohio
archer.3@osu.edu

Karen Bruns
Leader, OSU CARES
Ohio State University Extension
Columbus, Ohio
bruns.1@osu.edu

Catherine A. Heaney
Associate Professor, Teaching
Stanford University Prevention Research Center
Stanford, California
cheaney@stanford.edu

A Timely Approach to Extension Program Evaluation Education

The day of the Extension, 2-day, statewide, evaluation in-service workshop has long passed. No, wait--lengthy, evaluation in-services have always been limited! Face-to-face professional development sessions on any topic are becoming antiquated. But the fact is that the vast majority of Extension program personnel have NEVER been overly interested in developing formal evaluation skills.

There are several reasons for this. First, most Extension employees are hired because of their discipline expertise and their interest in teaching. Evaluation is not a part of their academic arsenal, and it may not be as high of a priority when it comes to professional development.

Then there is the ever-present, and sometimes oppressive, issue of budget constraints. Traveling halfway across the state for a 5-hour professional development workshop takes financial resources. Smaller budget mean fewer people, which means those who are left do more--programming, not evaluation.

But a new era exists for those conducting programs with public or foundation funds. No longer can one expect continued financial support just by doing good work. One must now show results. Even though there may be little interest, time, or money to acquire adequate program impact evaluation skills necessary to sustain their "doing good work," more and more Extension Educators are realizing the importance, and even the necessity, of acquiring impact evaluation skills.

Distance Education and the Web have provided alternatives to face-to-face in-services for sharing knowledge and skills. There are millions of resources on the Web, but can program educators afford the time needed to search and verify the legitimacy of these Web sites? For example, a recent Web search on "How to Conduct a Focus Group Interview" yielded 1.98 million hits; a similar search on "How to Design a Questionnaire" netted more than 16.1 million hits.

Portals to the Web

SAMMIE is a one-stop Web site that gives users ready access to impact evaluation resources and tools. As an acronym, SAMMIE stands for Successful Assessment Methods and Measurement In Evaluation.

Whether evaluating the impact of educational programs is new to the potential SAMMIE user, or s/he has evaluated programs and just wants to quickly refresh knowledge on specific evaluation techniques, SAMMIE is the Web portal to help. Visitors to the site are encouraged to do the first six modules in order, but can jump from one module to another based on their specific needs.

As one goes through the modules, the SAMMIE user can:

1. Access resources. Web-based readings and resources are clustered around the 21 learning modules on topics ranging from ethics in evaluation to designing and using surveys, focus groups, and other evaluation methods.


2. Read the best and latest literature on the Web related to program planning and evaluation.


3. "Ask an Expert" questions about program planning and evaluation and engage in discussion forums. These tools provide added information and insight into specific questions the user may have.


4. Develop a personalized program with an evaluation plan. By using a wiki, colleagues can develop an evaluation plan on-line and open it for feedback and critique from other SAMMIE participants.


5. Use learning tools, including videos and self-assessments to help expand knowledge.

Learning Modules Available

All these features are available for each of the 21 SAMMIE modules. Below is a list of the module topics:

1. What Can Evaluation Do for You?


2. Stages of Evaluation


3. Getting Everybody on Board


4. Developing a Logic Model


5. Asking Evaluation Questions and Setting Standards for Success


6. Ethical Issues


7. Evaluation Design I


8. Evaluation Design II


9. Data Collection and Analysis Strategies


10. Quantitative Methodologies--Survey Methodology


11. Quantitative Methodologies--Questionnaire Design


12. Quantitative Methodologies--Sampling


13. Quantitative Methodologies--Descriptive Statistics


14. Quantitative Methodologies--Techniques for Comparing Groups


15. Qualitative Methodology--Individual Interviews


16. Qualitative Methodology--Focus Groups


17. Qualitative Methodology--Observations


18. Qualitative Analysis


19. Interpreting Your Findings


20. Reporting Your Results


21. Enhancing the Use of Your Evaluation Results

Potential Use

This Web portal has a multitude of potential uses in program planning and designing/conducting impact evaluations, as well as analyzing, reporting, and using the results of those evaluations.

SAMMIE is available free of charge to anyone who has Web access. Go to <http://www.sammie.osu.edu> to learn more. In just a few minutes potential participants can create an account. After creating an account, participants will want to go through the orientation module, which showcases all the features of the SAMMIE modules and gives an overview of how to use the various features. Check it out!

Acknowledgment

SAMMIE was made available through The Great Lakes Center for Agricultural Safety and Health, The Ohio State University Extension Program Development and Evaluation Unit, The Ohio State University Office of Outreach and Engagement, OSU CARES/OSU Extension, and as the result of 2003-2006 grant support by cooperative agreement #U50OH008108 from Centers for Disease Control & Prevention.

Advancing Cooperative Extension with Podcast Technology

Kui Xie
Assistant Professor
Department of Instructional Systems, Leadership, and Workforce Development
kxie@colled.msstate.edu

Mengmeng Gu
Assistant Extension Professor
Department of Plant and Soil Sciences
mgu@pss.msstate.edu

Mississippi State University
Mississippi State, Mississippi

Introduction

Emerging technologies, such as computers and the Internet, have affected the Cooperative Extension Service tremendously. Recently, a new form of technology-mediated communication, podcast, has been blooming, and it has been applied in various fields for knowledge distribution. It has a great potential for advancing Cooperative Extension Services.

What Is Podcast?

Podcast is a Web-based form of broadcasting of information. It allows end-users to download multimedia information and playback on personal computers or mobile devices (e.g., iPods and PDAs). Different from regular Web contents, podcast uses a publishing method called "Really Simple Syndication" (Podcasting and iTunes: Technical Specification), which allows information to be syndicated instantly on the Internet. Free software, such as Apple iTune©, scours the Internet for defined topics and downloads the contents automatically whenever a podcast has been updated.

Current Issues in Cooperative Extension

Principles stated by Burns (1995) on adult learning are similar to those in Extension education. The learning process of Extension clientele is more self-directed compared to that of students in classroom settings. Extension clientele normally have established a certain level of expertise related to their previous learning and professional experience. They are aware of the deficiency in their knowledge and learn to compensate through problem-solving experience. Often when an Extension client encounters a problem beyond his or her expertise level, he or she seeks Extension associates for support through individual visits, telephone, or email communications. In addition, many Extension clients attend professional events organized by Extension institutions, including field days, demonstrations, seminars, workshops, and short courses, to keep their knowledge up-to-date.

However, there are some potential limitations existing in the traditional methods used in Extension. A list of potential problems follows.

1. Tradition Extension activities involve direct contacts between Extension associates and clients, which require both to be at the same time (e.g., phone conversation) and/or at the same place (e.g., field days, demonstrations, seminars, workshops). Those who cannot attend these activities may lose opportunities to learn.


2. Attending Extension activities demands high investments of cost and time on travel for both Extension associates and clients. Moreover, travel and outdoor events can be easily affected by inclement weathers.


3. Due to the fact that Extension is an inquiry-based service, Extension associates often need to deal with the same problems repeatedly from different clients. Duplicated presentations and deliveries of the same information may lead to inefficiencies.


4. Extension relies on individual associates' expertise. When an Extension associate retires or leaves the position, his or her expertise may become unavailable.


5. When dealing with emergency problems, Extension clients do not often have access to "First Aid" instead of direct contact with Extension associates.


6. Because direct contact with clientele is inevitable in Extension, the efficacy of Extension can be influenced by "human" factors (e.g., personality and communication skills).

Podcast for Advancing Extension

By combining the power of radio broadcast and Internet, podcast has some unique attributes that make it popular for knowledge distribution. It has a strong potential to be used for advancing Extension.

First, podcast brings flexibility and mobility. Instead of having to be present at a certain time and/or at a designated place, Extension associates can publish their demonstrations, seminars, or workshops through podcasts. Extension clients can download these podcasts on their computers and mobile devices to enjoy these contents at any time and at any place. Extension associates and/or clients would not have to spend hours driving to a physical location for an event. Also, these events will less likely to be constrained by weather conditions. On the other hand, the mobility of podcast extends Extension beyond the traditional Extension networks. Extension clients will be able to listen to their favorite podcasts in their car, at an airport, or even at their farms.

Second, by adding different episodes into their podcast collections, Extension clients can build a knowledge library related to their professional area. Whenever they encounter problems in their practice, they can look up a specific podcast episode in their personalized library as a "First Aid" and solve their problems by themselves. Moreover, these podcast resources can help sustain Extension expertise and make them independent of individual Extension associates. Therefore, even if an Extension associate leaves or retires from the position, his or her expertise will still reside in the podcast library from which Extension clients can seek help.

Third, although direct contact with clients is encouraged in Extension, podcast, on the other hand, maximizes the efficiency and accuracy of Extension by bringing an alternative communication channel, which could reduce the risk of sabotage from bad communication skills.

In addition, setting up a podcast station or receiving a podcast is very simple (Farkas, 2006). Virtually anyone with a personal computer and an Internet connection can produce a podcast. Moreover, most Extension services have an IT support department. Therefore, integrating podcast programs in Extension should not present insurmountable technical challenges to Extension associates.

Current Programs and Future Directions

To date, there are at least 12 land-grant universities that have adopted podcast in their Extension programming. The contents range from weekly updated Extension related news (Taxes A& M University) to episodes of various Extension topics (Mississippi State University). Table 1 illustrates current podcast programs and the contents of these programs.

Developments in podcast technology suggest future directions for Extension. Video podcast allows Extension professionals to distribution video and audio information via podcasting. With video podcast, Extension clients will receive more authentic information with visual details. Dual Channels podcast allows Extension clients to request information on demand. It will allow clients to provide feedback for each podcast or ask questions regarding each topic. Extension associates will also be able to provide suggestions and comments back to Extension clients.

References

Burns, R. (1995). The adult learner at work. Sydney: Business and Professional Publishing.

Farkas, B. G. (2006). Secrets of podcasting (2^nd Ed.). Peachpit Press, Berkeley, CA.

Podcasting and iTunes: Technical Specification on Apple.com. Retrieved on January 20, 2007, from http://www.apple.com/itunes/store/podcaststechspecs.html

The Brown County Online GIS: An Example of a Multi-Agency Collaborative Mapping System

Stephen C. Brown
District Agriculture Agent
University of Alaska at Fairbanks
ffscb2@uaf.edu

Introduction

A Geographic Information System (GIS) is computer software that can display, manipulate, and query spatially referenced maps and data (Purcell, Ponomarenko, & Brown, 2006). As the power of personal computers has continued to increase and the cost to decrease, GIS systems are becoming increasingly common. From an Extension education standpoint, GIS has become an extremely important technology for agriculture, natural resources, and other programming areas (Milla, Lorenzo & Brown, 2005), including 4-H.

Despite its increasing utility, one of the initial barriers to implementing a local GIS system is software and data cost. While there are many examples of free GIS software such as Environmental Systems Research Institute's ArcExplorer program, these systems are usually limited in their capabilities. An even bigger barrier is the acquisition and maintenance of current GIS data and imagery.

Despite these barriers, many public agencies are discovering GIS capability is crucial to their purpose. Consequently, it is very common for multiple public agencies to be buying, developing, and maintaining nearly identical GIS systems (Stuver, 2002). This situation is even found on university campuses, where multiple departments are paying for individual software licenses. While individual licenses may be cheaper at a department level, the cumulative cost to a university can greatly exceed that of a single campus-wide license.

A similar situation is commonly found in county governments. A sheriff's department may need to maintain a GIS system and data to support its 911 system. An emergency management department may need a GIS to support its disaster planning and response efforts. A county Extension program may need a GIS to support agriculture initiatives.

Although each department has a unique mission, to a large extent, they all share similar mapping needs. The development of a single GIS system and dataset, shared among departments, could result in huge financial savings for the county. Such a system could also provide GIS for programs and individuals that might not otherwise be able to afford it.

A Collaborative Online GIS

In 2005, the Brown County Local Emergency Preparedness Committee (LEPC) in Kansas identified improved 911 mapping and routing as a critical need. Unfortunately, the sole beneficiary of this data would be the Sheriff's Department, which maintains the 911 system. How could a single system be developed that would serve the needs of multiple agencies?

The LEPC invited K-State Research and Extension of Brown County to be part of a committee tasked with developing a better system. It was decided to pursue the potential of a Distributed GIS (DGIS) system. In a DGIS, the software resides on a central server(s), and GIS information is served out to "clients" via their Web browser. Essentially, the DGIS turns a client's Web browser into a virtual GIS.

Figure 1.
The Brown County Online GIS System Works by Turning a Computer's Web Browser into a Virtual GIS. Buttons on the Left of the Screen Manipulate and Query Data in the Layers Displayed on the Right.

The committee prioritized the various GIS layers that would be developed for the online system. Brown County then hired a vendor to develop and host the online GIS. It was decided to contract these services because of the cost and time savings that would be realized. Although the Brown County Extension program has extensive GIS capability, the time required to develop the basemaps would be enormous.

It cost about $100,000 to develop the basemaps and approximately $400 a month for the system to be hosted by the vendor. While this may seem expensive, development time was reduced to months rather than years. Because the system and data are hosted and maintained by the vendor, the need to hire a local GIS technician(s) was eliminated. This arrangement conservatively saves the county $50,000 a year.

Figure 2.
Although the Online GIS Is Password-Protected, Access Is Freely Available to Anyone Willing to Receive Training from K-State Research and Extension of Brown County.

Summary

There are many benefits to a collaborative online GIS system. The biggest benefit is that GIS datasets can be easily shared by all county departments, resulting in huge savings to taxpayers. Because the GIS system is accessed with a Web browser, it is not necessary to purchase individual GIS programs, resulting in even greater savings. This means operating systems such as Linux and Macintosh will also be supported.

Possibly overshadowing the benefit realized by Brown County government are the benefits impacting the public. Taxpayers have access to the same information that local officials use to make decisions. This increases the public's ability to participate in local decision-making and improves access to the democratic process.

Perhaps most exciting are the potential educational impacts of the system. An online system means educational groups, such as schools or 4-H programs, can augment their curricula with local spatial explorations.

References

Milla, K. A., Lorenzo, A. & Brown, C. (2005). GIS, GPS, and remote sensing technologies in Extension Services: Where to start, what to know. Journal of Extension, [On-line] 43(3) Article 3FEA6. Available at: http://www.joe.org/joe/2005june/a6.shtml

Purcell, A. D., Ponomarenko, A. L., & Brown, S. C. (2006). A fifth grader's guide to the world. Science & Children, July.

Stuver, K. S. (2002). A GIS database and Web application feasibility study for the City of San Antonio Environmental Services Department (unpublished thesis), Department of Earth and Environmental Science, University of Texas at San Antonio.

Information Delivery Using an Automated Computer/Telephone System (Or 10,000 Contacts in 10 Years)

Steven B. Johnson
Crops Specialist and Extension Professor
sjohnson@umext.maine.edu

James D. Dwyer
Crops Specialist and Extension Professor
jdwyer@umext.maine.edu

Presque Isle, Maine
University of Maine Cooperative Extension

Background

For the past 10 years, a computer/telephone delivery system has delivered timely and current information from our office. This system has revolutionized our delivery methods. Current pesticide recommendations are now accessible on a 24-hour basis, and eliminated is misinterpretation and misdelivery of this information. Most important, all clients have convenient access to the same timely and research-based information.

Initially, the system was set up for timely delivery of information on potato disease prediction systems. Over the years, with the addition of insect pest information, pesticide and other license recertification details, as well as general information, the computer/telephone system has developed into a Pest Management Hotline covering many aspects of potato production and potato pest control.

The computer/telephone system itself has evolved to where it now consists of a dedicated computer with voice mail software (available at: http://www.nch.com.au/ivm/) and a TAPI-compliant voice modem connected to a dedicated telephone line. Connection has also evolved to where now both local and toll-free phone numbers are available. As the computer/telephone system developed into the Pest Management Hotline, the system now operates on a year-round basis.

Usage

During the growing season, information on the Pest Management Hotline is updated twice weekly, more frequently if conditions warrant, or about 25 to 30 times. Listed on the Hotline are upcoming programs of interest and recertification credits for pesticide and Certified Crop Advisor licenses. This has noticeably reduced the number of telephone calls into the office for this highly specific information. Outside of the growing season, university personnel update the information as needed with upcoming programs and similar events of interest. More subjects appealing to a wider audience may be included in the future.

Clients have access to the information on a local number (207-760-9IPM) or a toll-free number (1-888-USE-UMCE, inside Maine) 24 hours per day, seven days per week. The number of calls during the growing season tends to fluctuate with the number and severity of issues the users face. Calls coming in from the remainder of the year tend to be much fewer than during the season and, again, fluctuate with the number of outreach programs. Table l lists the calls received during the major use period.

Making It Work

Multiple funding sources support the system. The inclusion of industry and local resources has been instrumental in assuring wide acceptance and ownership of the project. Local Maine distributors of pest control materials financially contribute to fund the toll charges for calls to the Pest Management Hotline; therefore, the toll number is in-state access only. The opening greeting acknowledges these supporters as sponsors. Additional funding sources support the monthly line charge and a one-time grant supported the computer system hardware and software.

The phone numbers was chosen to be easily remembered and to promote Integrated Pest Management (760-9IPM) and the University of Maine Cooperative Extension (1-888-USE-UMCE). University of Maine Cooperative Extension Crops Specialists update the Pest Management Hotline on the same days of the week during the heavy use season, and users have come to expect that consistency.

Results

Over the past 10 years, the computer/telephone system has logged in excess of 10,000 calls. The system has also proven effective for client evaluation as it was used to electronically poll callers. The dollar value of the computer/telephone system to the clients was polled (Table 2).

The polls were taken sporadically through the growing season (set up and collected with the voice mail software) until about 10% of the callers have been surveyed. Over 90% of respondents reported that the system saved money in their farming operation. Results from mailed surveys support this and support the high popularity of the system. The fact that clients continue to support the system by calling is also positive feedback.

Conclusions

The computer/telephone delivery system is flexible, menus are simple to develop, updating information requires only speaking into a microphone, and maintenance is nonexistent. We tailored the system to the specific needs of our clients. Our clients have accepted and like the computer/telephone delivery system. The system has the flexibility to address needs in other situations.

Using Articulate® to Develop On-Line Pesticide Training Modules

Jason Ferrell
Assistant Professor and Extension Specialist
jferrell@ufl.edu

Frederick M. Fishel
Associate Professor & Pesticide Information Officer
weeddr@ifas.ufl.edu

University of Florida
Gainesville, Florida

Introduction

There are currently 91 pesticides labeled for use in Florida that are registered as "Restricted Use" (Fishel, 2005). A pesticide applicator must possess or work directly under the purview of a pesticide license holder in order to use "restricted use" products. Consequently, pesticide license holders must accumulate between eight and 20 continuing education units (CEUs) every 4 years, depending on license type (Florida Department of Agriculture and Consumer Services). Traditionally, CEUs have been administered through face-to-face workshops and meetings through county Extension offices and large statewide conferences.

Problems with CEU Accumulation

• Although cost for attending meetings is often quite low, barriers such as travel and appointment scheduling can decrease the number of individuals in attendance.


• Meetings are often held during the day and attract mainly professional agricultural clientele. However, those working off the farm during the day are less likely to attend meetings.


• If meetings are not being held, CEU's are generally not available through other means.


• If a license holder lacks CEU's and no courses are being offered, the license can be lost due to failure to accumulate adequate credit.


• Many times license holders wait until the last minute to get recertified.

Potential Solution

A system has been developed that provides CEUs electronically through a Web-based interface that may be more convenient for non-traditional pesticide applicators. This system utilizes Articulate^® to embed narration in existing PowerPoint^® presentations developed for pesticide training. This allows a PowerPoint^® presentation to provide training and grant CEUs at any time without additional investment of Extension support.

Advantages of Articulate^®

• Narration is done one slide at a time. Hence, each slide has a separate narration file.


• Slides can be rearranged after narration is complete because each slide has an independent narration file.


• Narration for individual slides can be rerecorded to update the presentation without having to re-narrate the entire presentation.


• When the presentation and narration are complete, Articulate^® publishes the presentation as a Flash Macromedia^® file. Flash can be downloaded at no cost and allows viewing without purchasing PowerPoint^®.


• Converting to a Flash file format greatly decreases file size and makes downloading and viewing via the web more manageable.

Testing with Articulate^® Software

• Articulate^® software allows interactive quizzes to be included in the presentation. Software currently used in the Florida program is QuizMaker^®.


• The quizzes can be either True/False, matching, or multiple choice.


• Wrong answers can elicit no response, the correct answer, or transport the user back to the slide where the pertinent information was presented.


• The quizzes can also be used to periodically stop the seminar and better ensure that the client is present for the duration of the training.


• These quizzes can also gauge the effectiveness of the presentation. By providing the same quiz before and after the presentation, knowledge gain can easily be quantified.

Immediate Application

• The training modules are sent to the Florida Department of Agriculture and Consumer Services and approved for CEUs.


• The modules are posted online with the University of Florida IFAS bookstore for purchase by the general public at a cost of $20 per CEU.


• Each module has a brief description on the Web site and a list of what license categories have been approved for credit.


• After the module is completed, an email is sent to the UF IFAS Pesticide Office so the CEU credit can be filed with the Florida Department of Agriculture and Consumer Services.

Other Applications

Training for New County Agents

As new agents are hired in the Extension service, they are often very knowledgeable in some topics and deficient in others. Rather than holding annual agent training symposiums to discuss basic concepts in various fields, training modules can be developed to serve as tutoring sessions. The training modules can be designed to teach basic concepts (photos) or techniques (video) and be provided to all new county Extension agents. This then allows personal training sessions to be reserved for more advanced topics that will serve a broader range of agents rather than simply providing basic training each year.

Distance Extension

Occasionally a new pest species arises that requires rapid response for grower groups or industry professionals. Rather than waiting for meetings to receive technology updates, these modules can provide new information in a timelier manner. This technology can quickly disseminate needed information and include various industry professionals that cannot attend traditional meetings because of constraints of time or distance.

Potential Obstacles

The obstacles to this technology are similar to those outlined by Stafne, McCraw, & Mulder (2006). These include adequate Internet access by the end-user, module download time, cost of the training, and lack of awareness. However, these modules will be chiefly marketed to those with a non-traditional agriculture background. It is likely that the targeted clientele may be more willing to engage in on-line training.

Impacts

This program is new to the University of Florida - IFAS Extension. Therefore, data have yet to be collected on use patterns, perception of these modules, number of CEUs granted, or likelihood of repeat use.

References

Fishel, F. M. (2005). Restricted use pesticides. On-line. Retrieved October 31, 2006 from http://edis.ifas.ufl.edu/PI073.

Stafne, E. T., McCraw, B. D., & Mulder P. G. (2006). Evaluation of an e-learning online pecan management course. Journal of Extension [On-line], 44(4) Article 4TOT6. Available at: http://www.joe.org/joe/2006august/tt7.shtml

Handheld Applications in Fruit Extension Delivery

Douglas G. Pfeiffer
Professor and Extension Specialist
Department of Entomology
Virginia Tech
Blacksburg, Virginia
dgpfeiff@vt.edu

Kenner Love
Extension Agent, Agriculture and Natural Sciences
Virginia Cooperative Extension, Rappahannock County
Washington, Virginia
klove@vt.edu

Personal Digital Assistants

Personal digital assistants (aka PDAs, organizers, handhelds) are small (pocket-sized) computers that have become popular as personal organizers. Many popular models have 8-16 MB of memory; some models possess quite a bit more, but at a higher cost. Basic functions may be adapted for the individual user (address book, date book, expenses, to-do-list, etc.).

Data files are backed up and updated when the PDA is synchronized with a desktop computer. The user may also use backup modules or cards, available at an extra cost. This extra safeguard may easily pay for itself with added security. Several operating systems are available. PDAs using Palm OS were selected for this project because of cost and flexibility.

Use of PDAs in Extension record keeping was proposed earlier (Vergot, Zazueta, & Beck, 2004). In that application, Pocket PC devices were employed. While such devices may be used in the project described here, we used Palm OS devices because they are generally lower in cost and the target audience (fruit growers) may find this a benefit.

The Virginia Fruit AdVisor Project

The Fruit AdVisor project endeavors to use PDAs as Extension delivery tools, specifically for the dissemination of fruit IPM information and other fruit related issues. Web-clipping software is used to install current versions of selected Web pages onto the handheld devices. The software is provided by AvantGo, installed according to specifications below. Specific applications incorporated into the project are discussed below.

Virginia Fruit Web Site

The Virginia Fruit Web site (Pfeiffer, 2007b) has been on-line since 1997. Multidisciplinary information is available, though the emphasis is on IPM. Some pages are less suitable for the small screen of the PDA. Therefore, streamlined versions of some of these pages have been posted for use with this project (Pfeiffer, 2007a). When the PDA is synchronized with a desktop computer with Internet access, the current versions of selected Web pages are installed on the device. Pages may also be updated using wireless connection. The crop pages (apple, grape, stone fruit, pear, and small fruit) are available as AvantGo channels. Examples of the information included are:

• Population biology and pest identification and monitoring, as seen in the instructions for monitoring codling moth (Figure 1):

Figure 1.
A Screen Shot Providing Instructions for Monitoring Codling Moth in Apple Orchards

• Updates on pest development and regulatory changes (Figure 2) can be announced as soon as they are known to the Extension specialists, updated in the Web page, and installed automatically into the grower's PDA upon the next synchronization, much more rapidly than through the VCE PDF version. This feature has been used to announce planned grower meetings at the beginning of the season, as well as changes in meeting site or date (Figure 3).

Figure 2.
News of Approval of New Pesticide Labels Can Be Distributed Quickly.

Figure 3.
An Announcement of a Location Change of an In-Vineyard Grower Meeting

• Current fruit pest control recommendations (pest recommendations and pesticide information). When a pesticide of desired efficacy for a specific pest is selected by tapping the pesticide name, the user is directed to rates, REI and PHI data (Figure 4).

Figure 4.
When a Pesticide Name Is Tapped On the Screen, Use Rates, REI, and PHI Information Are Presented.

• The following Web pages are installed as AvantGo channels for the project (a grower may select crop pages of interest):

• Virginia Apple AdVisor - (http://www.ento.vt.edu/Fruitfiles/VisorApple.html) (channel size 350k)
• Virginia Grape AdVisor - (http://www.ento.vt.edu/Fruitfiles/VisorGrape.html) (channel size 180k)
• Virginia Peach AdVisor - (http://www.ento.vt.edu/Fruitfiles/VisorPeach.html) (channel size 220k)
• Virginia Pear AdVisor - (http://www.ento.vt.edu/Fruitfiles/VisorPear.html) (channel size 220k)
• Virginia Small Fruit AdVisor - (http://www.ento.vt.edu/Fruitfiles/VisorSmallFruit.html) (channel size 170k)
  • For Virginia fruit pages, select channel size indicated, link depth=2, no images
• AccuWeather - package channel at AvantGo
• Fruit Growers News - (http://www.fruitgrowersnews.com) 100k, link depth=1

• Through wireless connectivity, there is also the potential for active Web browsing and access to Fruit AdVisor pages. Several wireless PDA models are available.

Record-Keeping and Data Collection

• Enter scouting data and instantly generate graphs of population activity while in field. Quicksheet (also available as a part of QuickOffice) may be used to generate spreadsheets that are compatible with Excel. This may be used to generate graphs (see examples below). Pendragon Forms may also be used as stand-alone software to collect trapping data. Growers participating in the Virginia Fruit AdVisor program may enter trapping data into the PDA, which can be uploaded automatically to a specialist's desktop using Pendragon Forms/SynchServer (see under Networking below).

• Spreadsheet in Quicksheet (Figure 5) is compatible with Excel

Figure 5.
Spreadsheet for Entering Pheromone Trapping Data

• Generate line graphs of population activity while still in field (Figure 6):

Figure 6.
Line Graphs for Codling Moth and Oriental Fruit Moth, Tufted Apple Budmoth and Variegated Leafroller, Created with PDA Spreadsheet

• Keep mandated spray records while in the spray shed, automatically backup on synchronization (using either Quicksheet or Pendragon Forms)

Networking

• Networking scouting data with Pendragon SyncServer. A participating grower, agent, or scout may collect field data into the PDA (Figure 7) and, upon synchronization, automatically upload trap data, etc., to an IPM specialist. This will facilitate evaluation of population trends, as well as allowing creation of a trapping data network.

Figure 7.
A Grape Grower Entering Pheromone Trap Data into a PDA Preparatory to Uploading Data to Specialist's Computer

• E-mail capability, uploading and downloading upon synchronization

GIS, GPS

• Several GPS receivers on available for PDAs, e.g., Garmin GPS incorporated into PDA (Garmin iQue 3600).


• Currently can mark locations of individual farms, or key locations on a farm. This will be enhanced by future development of farm-level mapping.


• This technology can be used to track movement of new pest distribution though a state.

Summary

The Fruit AdVisor program allows two-way interactions between growers and specialist. IPM and other Extension information is made available to the grower, and current field data can be easily transmitted to the specialist. Although the current status is as a pilot program for Virginia fruit producers, the final product will lend itself easily to growers in other states and can be adapted to other commodities as well, largely by substituting files contained in the PDA.

References

Pfeiffer, D. G. (2007a). Virginia Fruit AdVisor: PDAs as Extension delivery tools. [On-line]. Available at: http://www.ento.vt.edu/Fruitfiles/FruitAdVisor.html

Pfeiffer, D. G. (2007b). Virginia Fruit Web site [On-line]. Available at: http://www.ento.vt.edu/Fruitfiles/VAFS.html

Vergot, P., Zazueta, F. S., & Beck, H. (2004). Use of personal digital assistants for Extension program record keeping. Journal of Extension, [On-line] 42 (4). Available at: http://www.joe.org/joe/2004august/tt6.shtml

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