| Structure |
| Grading |
| Technical Requirements |
| Credits |
One of the
most important responsibilities of a development professional involved
in agriculture is to advise farmers on pest control practices. Pests are
a primary concern of farmers, as pests can reduce or destroy their source
of income. Often, the only response known to pest problems is the application
of synthetic pesticides. While this method of control can be effective
in the short-term, inappropriate use of pesticides may actually result
in larger pest outbreaks and other problems.
Integrated
Pest Management, or IPM, provides an alternative to the single
weapon approach and is characterized by management of pests rather than
their control. It is a way to keep pest densities below the level where
they 'eat' into farmer profits. IPM practitioners use a holistic approach
to managing pests, integrating methods and ideas from a broad range of
disciplines into a comprehensive program. Agricultural professionals and
farmers who understand and use IPM have a powerful tool at their disposal.
The course
is designed to give professionals a basic understanding of the fundamentals
of the IPM approach and associated skills. It is targeted at learners
with basic English and computer skills (email, Web browser and file management).
"Fundamentals
of Integrated Pest Management" is designed to provide learners
with a better understanding of:
- what IPM is, the various ways people under understand the approach, and some of the reasons for different perspectives.
- the fundamental concepts underlying the approach - agroecology, economics and the agrobiological effects of chemical pesticides.
- the range of tools, tactics and methods employed in IPM.
- a step by step approach to implementing an IPM program.
Registered
participants receive advice and guidance from experienced course facilitators
and the ability to communicate with and learn from other registered classmates.
They will also be introduced to a wealth of supplemental online information
about integrated pest management and how to develop IPM programs.
The course runs for 6 weeks and during that time students will cover 4 modules. Each module requires a combination of self-study, interaction with your classmates and course facilitators and the submission of required assignments. Modules are divided into lessons and each module has at least one associated assignment.
Registered learners should be prepared to allocate approximately 5 hours of work per week to read the lessons, visit the recommended external Websites, participate in the online class discussions and complete the assignments. The course format is quite flexible in that it allows participants to work on the lessons at the times they find most convenient. However, it is also structured in that participants are required to follow a schedule and keep up with the rest of the class.
The schedule
for the 4 modules and corresponding learning objectives can be found in
the table below:
| Week | Module | Objective |
| Week 1 | 1. Defining IPM | Get to know your classmates and facilitators and become familiar with the various ways IPM is defined |
| Weeks 2&3 | 2. IPM Foundation Principles and Concepts | Learn about the basic principles underlying IPM - agroecology, economics and agrobiological effects of chemical pesticides. |
| Week 4 | 3. IPM Tools, Methods and Tactics | Become familiar with the range of tools, methods and tactics employed in IPM programs - prevention, intervention and regulation. |
| Weeks 5&6 | 4. IPM Program Implementation | Learn how to use a widely accepted step-by-step approach to implementing an IPM program. |
The course has a comprehensive assortment of tools that encourage and allow interaction between classmates and between course facilitators and learners. Tools include an email program, an address list, upload file facility and links to the various electronic discussion boards associated with the course. In addition, students can easily check on their progress and accomplishments by visiting the automated progress report utility.
Experience tells us that grading can be a powerful motivating factor and a good way to provide feedback on participant performance. Soon after submission, facilitators will evaluate participant assignments and post their assessment on the student's online progress report along with comments on why they graded as they did and what can be done to improve the grade. Participants are then given the opportunity to improve their grade by reworking and resubmitting assignments. Grading categories used in this course include - "Emerging", "Competent" and "Exemplary". Additionally, for partial submissions, facilitators may award an "Incomplete".
The table below indicates the criteria and attributes used to assess assignments.
|
GRADE
|
|||
| ATTRIBUTE | EMERGING | COMPETENT | EXEMPLARY |
| Investigate & Research | Little inquiry. Limited knowledge shown. | Explores topic with curiosity. Adequate knowledge from variety of sources displayed. | Knowledge base displays scope, thoroughness, and quality. |
| Analyze & Examine | Separates into few parts. Detects few connections or patterns. | Sifts and organizes information. Detects patterns. Connects information to explain the topic. | Prospects for patterns and connections. Uses plans or models to explain the nature of the whole topic. |
| Construct & Synthesize | Applies little information. Combines few facts or ideas. Needs more development. | Assembles and combines new knowledge to form a coherent whole. | Combines facts and ideas to create new knowledge that is comprehensive and significant. |
| Reflect & Interpret | Conceives few ideas. Draws few inferences. The meaning of the topic is vague. | Uses perspectives and insights to explain relationships. Reflects real life. | Point of view reveals meaning of topic with insight into its significance. Applies to real life. |
Courses are
designed to be as easy to access and take advantage of as possible - whatever
the participant's technical circumstances may be. However, the learning
experience will be much more enjoyable if hardware and software meet certain
minimum standards. For this course we recommend that participants have:
- A computer running Windows 95, 98, 200, NT or ME.
- An Internet connection (either dialup at 56 Kbps or through a corporate LAN)
- An email account (either Web-based or POP but one that can handle attachments)
- A Web browser. It is highly recommend that you use IE v5.5 or Netscape 6.0 or later. Additionally, Javascript must be enabled.
- A Flash 6 Plug-in for your browser
- Additional software recommended by your instructor. This includes a word processing program and Adobe Acrobat Reader
This course was designed and written by Jonathan Woods and Robert T. Raab. Several IPM experts provided valuable information and comments during its development including Dr. John Wightman, Dr. Lutgarda Tolentino and Dr. Edwin Benigno. The simulations were designed and programmed by Jonathan Woods. Buenafe R. Abdon coordinated the design and development efforts of the team.