This manual (Figure 1) will become the teacher's fundamental resource for NYSW hydroponic lab and plant care. This manual will be designed with the intention of mostly online access, but will be also available in printed format. The difference between the two formats is that the printed manual can be used during class time. When there is an issue during class, the teacher can quickly scan the QR codes with their mobile device to instantly retrieve the exact online resources they need to resolve the problem.
NOTE: The 10 training sessions schedule (Figure 2) is currently used in a one-on-one training with Hannah Jarvis and the teacher. Although we will not be altering this document, NYSW may want to rearrange the order of the 10 lessons to match the revised manual.

• Rationale: the current manual lacks organization and coherent formatting/diagrams, not written in a language for the target audience (not for novices), and does not provide immediate access to resources beyond the manual.

• Elaboration Theory - According to Charlie Reigeluth, information should be organized from simple to complex topics in order for the learner to develop a more meaningful context (Culatta, 2021, Elaboration). Here, we will reorganize the table of contents to begin with broader, overall explanation of the hydroponic lab and ending with more complex, specific topics.

• Cognitive Load Theory - According to John Sweller, the working memory is only able to hold a limited amount of elements at any given time (Solomon, 2021). Overloading the working memory prevents acquisition of data in the long term memory. Richard Mayer recommends removing extraneous text or designs to prevent cognitive overload (Mayer, 2020). In our designs, we will reduce the amount of unrelated content and text, while considering the layout of the pages to not overload the working memory.

• Subsumption Theory - According to David Ausubel, advanced organizers are meant to build upon a learner's current cognitive structure (Culatta, 2021, Subsumption). New data will only apply when there is already an existing experience that it can build upon. We will redesign the manual to reorganize the content from the most general to specific details. This will give the learners a wide angle view of the material, and then they can slowly integrate what they learned to move on to more specific, complex tasks.

• Multimedia Learning Principles (Mayer, 2020):

  • • • • Multimedia: "People learn best from words and text than text alone" (Mayer, 2020). Currently, there is mostly text about maintaining the system and plant growth. For this project, we will include real pictures of plants, in addition to the existing text, to show the growth stages in the hydroponic lab.

        • Coherence: "People learn better when you exclude extraneous material" (Mayer, 2020). In the revised manual, we will eliminate unrelated facts, figures, graphics, and labels. We will reorganize the text and formatting for clarity and readability, especially in step-by-step tasks.

        • Spatial Contiguity: "People learn better when you present corresponding words and pictures near rather than far from each other on the page" (Mayer, 2020). For example, our design includes a printed manual with revised text and language will allow teachers to quickly scan on their phone for direct answers, as well as have the instructions with them while looking at the lab. They will not exhaust their working memory by trying to hold information between running to the computer and then returning back to the lab. Also, some diagrams and images were originally placed on difference pages from the text. We will move these closer to the related text.

      • Media & Technology

        • Media: Computing, Graphics, Videos, Text

        • Technology: Computers, mobile phones, Book. Teachers use their phones to scan the QR codes in the printed manual (book) to bring up the 3D system models, interactive plant life timeline, re-edited videos, on-click definitions, reformatted + revised text. Teachers can also access the online manual to view the interactive simulations via the internet on their computers.

        • Synchronous and asynchronous: The online manual can be accessed anywhere, especially at home where teachers tend to do most of their preparation for class. The printed version can be left in the classroom to be used on-demand.

        • Broadcast: the information is being pushed one-way to the teacher.

      • Pros: The all-in-one manual is available in both print and online format. The teacher can access on their own time, where ever there is an internet connection. The printed version of the manual can be left in the classroom as a go-to guide during class hours and will not have to be carried home. The text will be reorganized to help facilitate better learning and the interactive features help the teachers visualize the systems and content from different angles when not in the classroom.
        Cons: Teachers might find the size of the manual daunting and cumbersome. Some may find accessing the QR codes on their phone a hinderance depending on their technology comfort levels.

      • Will this pose a problem for NYSW as far as the privacy and confidentiality of this information? Will teachers use this or see it as yet another thing to do, even if it’s just presented to them as an option? What if it isn’t used?

• • A community space where teachers from different schools and with different experience levels can communicate with each other about their NYSW hydroponic systems. The existing resources on the NYSW Teachers Site (Figure 3) does not allow for teachers to communicate with one another. With our Forum, they would be able to post tips, tricks, and ideas, and ask for help or coordinate events with each other. We’re using Reddit and Slack as starting points for our inspiration.

  • Rationale: Teachers currently meet with each other during workshops held by NYSW, which we’ve been told are great opportunities for this type of community building. It is then up to teachers to share contact information to remain in touch, or wait until the next workshop. We would like to provide a community resource to allow teachers to have continuous access to each other. We believe that access to other teachers in the program would help ease some of the stress involved in running a greenhouse lab, especially for those with motivation gaps.

    • Learning Theories and Strategies

      • Social Learning Theory - proposed by Albert Bandura, emphasizes the importance of observing, modeling, and imitating behaviors (Bandura, 1977). Teachers can be impacted by the modeled behavior of other teachers. When teachers share how they incorporate the hydroponic systems into their classrooms, it can inspire other teachers to do the same or similar .

      • Learning Communities - According to Hord, professionals will come together in a group community to learn (Hord, 1997). Teachers supporting each other in a responsive and engaging format that can be referenced repeatedly. Allows for easy and open sharing of ideas and asking of questions.

      • Social Proof - Teachers tend to trust other teachers and will often follow their advice. Teacherspayteachers.com being one example of that in action. We could offer tutorial videos that were filmed with teachers as the narrator or demonstrating the tasks. When they see each other succeeding with the system, it becomes realistic and doable for them. Similar to personal endorsement by a trusted person.

      • Technology Acceptance Model (TAM) - It emphasizes the perceptions of the users while using technology (King, 2006). Seeing how other teachers use the system and teach with it can help show that the technology is useful and easy to use.

    • Media & Technology

      • Media: Videos, Graphics, Text, Audio

      • Technology: Computers, internet. Teachers use their computers or phones to access the internet in order to post videos, text, static images, GIFs, audio recordings in their comments or responses to other teachers.

      • Communicative: Teachers are equals reaching out to each other rather than having information broadcast to them.

      • Synchronous and asynchronous: Teachers can reference existing messages and posts, and can also chat with each other in real time.

    • Pros: Can be great for increasing engagement and motivation. A good resource for teachers to refer to from their own peers instead of third parties.

    • Cons: Teachers who are unfamiliar with online forums may be resistant to participate or even observe. Will this pose a problem for NYSW as far as the secrecy with which they guard their information? Will teachers use this or see it as yet another thing to do, even if it’s just presented to them as an option? What if it isn’t used?

      • According to Blignaut & Trollip, there needs to be, "...an established set of expectations..." from the very opening of the forum (Blignaut & Trollip, 349). A forum leader, either a NYSW staffer or designated teacher, must be active in the discussion boards on a daily or weekly basis to, "...take care of the administrative, human, and social aspects for nurturing a successful virtual learning community (Blignaut & Trollip, 351)." Another idea from this article includes the administrator (or bot) sending a weekly email to teachers showing the week's posts to remind teachers about the forum, which would then motivate them to continuously participate (Blignaut & Trollip, 352).

The revised On-Demand FAQ will be incorporated into the manual, as a separative chapter or section. Currently, the existing FAQ does not elaborate on the most common questions about using and addressing issues with the hydroponic systems. We would identify the most-asked concerns and make these answers available for all teachers to access at any time. Teachers could find the solution for common questions quickly, which would then save time for the NYSW staff, who normally field all of these questions.

• Rationale: NYSW wants to expand its business, but it lacks the staff to answer every question and concern of the teachers. NYSW can’t immediately respond to teachers' problems due to this issue. Teachers use text messages to directly ask questions from the NYSW staff, but these questions are not recorded. The number of times NYSW answers the same questions for different schools can become time-consuming for NYSW staff, which delays immediate response time to classrooms who require technical staff to fix something. NYSWS wants us to provide on-demand resources for teachers to troubleshoot.

  • • • Learning Theory and Strategies

        • Constructivist Theory: From constructivist's view, learners are constantly building new knowledge based on the foundation of previous learning and experience (Fosnot & Perry, 1996). While teachers are actively seeking solutions to hydroponic issues, they may learn new information that can be added their existing knowledge base.

        • Situated Learning Theory: Situated learning takes place in the same context in which it is applied (Cobb & Bowers, 1999). While dealing with a real-time problem in the classroom environment, teachers have a reference guide to quickly look up answers on the go.

        • Experiential Learning - Kolb proposes that the process of learning works best through experience and reflection (Kolb, 2014). Teachers will learn better when they use the FAQs to test out these provided solutions to their issues.

        • Show, Don’t Tell: On-demand FAQ is a method of scaffolding (Dirksen, 2016). Instead of asking the educator how to fix the problem step-by-step, teachers could find solutions by themselves on this platform.

      • Media & Technology

        • Media: Text and Video - The FAQ section will be located on NYSW's website, and most of the responses will be described in text. Video answers could help teachers understand the system while simultaneously viewing a NYSW staff member walk through a technical issue and listening to them explain the steps.

        • Technology: Computer, mobile phone, internet

        • Broadcast: Information is provided by the NYSW team and there is only one-way dispersion of information.

  • Pros: Teachers could build their confidence while learning about the system by fixing the problem themselves. The NYSW staff members could save time answering similar questions.

• Cons: Limited space - Not all questions could be covered here.