Table 1: GEP Online Content Cohort Involvement
Module
Module Lead
Module Members
Basics of GEP, GIS, and Land Management Planning Introduction to Threat-Based Land Management of Sagebrush Rangelands Applying Threat-Based Land Management within GEP and on Rangelands
Sergio Arispe & Dustin Johnson
April Hulet
Dustin Johnson
Vanessa Schroeder
Dustin Johnson
Vanessa Schroeder
Overview of Irrigated Forage Production Practices
Christy Tanner
Ian McGregor
Using GIS Tools on Public and Private Lands
Sergio Arispe
Importing and Mapping GIS Data
Sergio Arispe
Chris Schachtschneider & Ian McGregor
Developing a Land Management Plan
April Hulet
Our team members met for approximately 30 minutes every other week to move the project forward. We found that accountability for commitments made in the previous meeting and setting new goals helped maintain the project’s momentum. The course evolved. For example, Module 1: Basics of GEP, GIS, and Land Management Planning — originally included narrated PowerPoints to introduce GIS theory into the process to develop a land management plan. The module lead decided to keep the land management planning presentation but added more GIS theory and storyboarded a narrated presentation, with images and videos, that was a dialog between two module members. Likewise, the same lead and team members for Modules 2 and 3 decided to remake and reteach the original content. In particular, they had recently published a new ecological framework, The Threat-Based Land Management Tool: A Manager’s Guide, which they would use when teaching participants. They also created the Threat-Based Land Management in the Northern Great Basin: A Field Guide, which can further participants’ knowled ge and understanding within the sagebrush steppe. The module members created a system that enabled land managers to diagnose an ecological state by identifying either the absence or presence of plant functional groups. This provided a science-based framework and language to equip individuals who may have not previously have had language to describe an ecological state. We used b-roll to accompany the narrated presentations. The module members worked together to recreate a dynamic presentation, walking participants, step-by-step, through a new Module 3: Applying Threat-Based Land Management within GEP and on Rangelands. The course lead recruited two new team members to build Module 4: Overview of Irrigated Forage Production Practices. The team members in this module storyboarded the entire module and shared the goal, learning objectives, and content with the course lead. Because it was an irrigation module within a
10
Powered by FlippingBook