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CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Creating Climate-Appropriate Landscape Irrigation Schedules

CAPSTONE PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Michael Johnson

May 7, 2019

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ _____________
Advisor Name Signature Date

___________________________ _____________
Capstone Instructor Name Signature Date
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Table of Contents

Table of Contents ............................................................................................................................ 2

Executive Summary ........................................................................................................................ 3

Introduction ..................................................................................................................................... 4

Background ..................................................................................................................................... 4

Needs Analysis............................................................................................................................ 4

Learner Analysis ......................................................................................................................... 5

Environmental Scan and Literature Review ............................................................................... 5

Solution Description ....................................................................................................................... 8

Project Goals ............................................................................................................................... 9

Learning Objectives .................................................................................................................... 9

Proposed Solution ..................................................................................................................... 10

Learning Theories ..................................................................................................................... 10

Instructional Principles ............................................................................................................. 11

Methods and Procedure................................................................................................................. 12

Resources ...................................................................................................................................... 13

G. Timeline/progress report .......................................................................................................... 14

Evaluation ..................................................................................................................................... 16

Formative Evaluation ................................................................................................................ 16

Summative Evaluation .............................................................................................................. 17

References ..................................................................................................................................... 18
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Executive Summary

For over forty years the Cabrillo College Horticulture Department in Aptos, California
has provided valuable hands-on training and theory in design, production, and management of
high-quality landscapes and food crop systems with an emphasis on resource efficiency. The
Irrigation Systems Design & Management Course (HORT 58) at Cabrillo emphasizes irrigation
water use efficiency and introduces learners to multiple topics including irrigation system
components, basic hydraulics, plant-soil-water relationships, pipe sizing, system design, and
irrigation scheduling. Mastery of efficient irrigation scheduling is crucial for student success in
the course and these skills are in demand locally.
Central Coast California horticulture and agriculture businesses depend on access to safe,
reliable water in a region with limited water resources and a semi-arid, summer-dry climate.
Customers demand attractive landscapes that are easy to maintain and require minimal amounts
of water while water rates increase significantly and local and state regulations limit water use.
Urban landscapes provide multiple benefits, including erosion control, habitat, food, and shelter
for a variety of animals, aesthetic pleasure, and food and herbs for humans, so managing water
resources for healthy plants and landscapes serves an important contribution to communities.
Learners in the HORT 58 course require training on climate-appropriate landscape
irrigation scheduling. The instructor is the primary subject matter expert (SME) in the
Horticulture Department and the author of this proposed learning solution. Based on student
feedback and poor assessment results in previous semesters, I have concluded that the existing
irrigation scheduling lesson needs to be revised to include a problem-based, interactive training
that will improve learner performance.
The proposed solution will include an online module available on the Canvas learning
management system (LMS) and an instructor-led presentation. The online module will reinforce
prior knowledge and introduce new concepts with an interactive multimedia e-learning product.
Then the instructor will outline a systematic process for creating climate-appropriate landscape
irrigation schedules. After the instructor-led presentation the learners’ performance will be
assessed with a homework assignment followed by a test during the next class meeting.
Formative and summative evaluations will be used to assess the effectiveness of the
learning solution. The formative evaluation conducted during the development phase will include
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content review by SMEs, management rehearsals, and pilot tests with stakeholders. The
summative evaluation will include a pre-course survey to gather data on learner attitudes and
prior knowledge. Post-course observations and activities will assess performance improvement
with the irrigation scheduling process.

Introduction

Background

The Irrigation Systems Design and Management (HORT 58) course is offered every
Spring semester at the Cabrillo College Horticulture Department in Aptos, CA. The learners in
the Horticulture Department enter the class with a wide range of knowledge, skills, and
experiences with irrigation systems. Most students are initially hesitant to work with irrigation
systems because of lack of knowledge and experience, while a few have prior experience
working with irrigation systems, but are not confident in their knowledge and abilities.

Needs Analysis

Learners in the Irrigation Systems Design & Management (HORT 58) course at Cabrillo
College enter the course with little or no prior knowledge, skills, or experience with landscape
irrigation scheduling and irrigation controller programming. In previous semesters students have
struggled to master the step-by-step process provided for creating an efficient, climate-
appropriate landscape irrigation schedule. The content has been delivered with an in-class
PowerPoint presentation, lecture, and a paper worksheet that the students fill out during the
lecture. Students often perform poorly on an assignment and a test given after the lesson.
Lack of motivation is not generally a problem in this course. There are a few students
who enroll in the course because they need it to meet credential requirements for a Skills
Certificate or an AS degree. These students might be initially reluctant to engage, so it will be
important to show them how the skills and knowledge obtained by participating in the learning
solution will benefit them personally and professionally.
Motivation can be adversely affected when learners become frustrated with the irrigation
scheduling lesson. Cognitive overload has been identified as an impediment to improved
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performance and contributes to reduced motivation. Lack of familiarity with programming

irrigation controllers can also negatively affect student motivation. Students are often intimidated
by a device or tool that they have no prior experience using, especially if it looks unfamiliar and
seems complicated to operate.

Learner Analysis

The primary learners are students at Cabrillo College, mostly Horticulture majors, who
are required to take the course to either obtain a Skills Certificate or AS degree, or to enhance
their knowledge, skills, and experience with irrigation design and management. Many of the
students are enrolled in 1-3 other classes in the Horticulture Department. Some of the learners
concurrently work or have previously worked in the landscape, nursery, or agriculture industries
locally.
Surveys will be given to students on the first day of the semester to assess their
knowledge, skills, and attitudes about irrigation scheduling for landscapes. Support from the
Horticulture Department chair will be gained so that students understand that there is
institutional support for the data collection process.

Environmental Scan and Literature Review

Irrigation efficiency and outdoor water use are important topics in California due to
cyclical periods of drought, limited surface and ground water resources, state and local water use
regulations, and increasingly expensive water rates. Landscape professionals must maintain
healthy and attractive landscapes for their clients while using water resources as efficiently as
possible. According to Dukes (2011) landscape irrigation “scheduling efficiency on actual homes
tended to be around 50% or lower where landscape quality was maintained at or above
acceptable levels.” In a 2010 survey distributed to industry professionals, including landscape
contractors and designers, the Irrigation Association (IA) found most respondents feel that
irrigation systems “are not being maintained and operated properly (88 percent)” indicating that
proper irrigation scheduling skills are needed by landscape professionals. In the influential
Handbook of Water Use and Conservation, Vickers (2001) states that “Poor irrigation scheduling
– watering too often and for too long – is the primary source of water waste associated with
landscape irrigation” (p. 144).
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Comparable Instructional Solutions

Multiple examples of learning solutions exist for landscape irrigation scheduling that are
comparable to the solution provided in this proposal. However, some require expensive fees and
most provide no authentic feedback and lack multiple opportunities to practice the necessary
skills.
The University of California, Division of Agriculture and Natural Resources (UCANR)
provides a free online decision support tool titled Simplified Landscape Irrigation Demand
Estimation (SLIDE). The SLIDE tool uses four rules to guide landscape irrigation scheduling
decisions, including use of:

 Reference evapotranspiration (ETo) to estimate plant water demand

 Plant factors (PFs) for plant type categories to estimate landscape water demand
 Hydrozones designated as the smallest water management units in a landscape
 Differentiation of dense plant cover and sparse plant cover in a landscape
(University of California, 2019).

The website (Figure 1) provides a research-based solution for creating landscape

irrigation schedules, however it requires the learner to possess significant prior knowledge about
plant, soil, and water relationships along with the ability to interpret and understand complex
equations. The text-heavy website provides a complicated procedure for creating landscape
irrigation schedules in a variety of contexts accompanied with “easy to use” calculators in Excel
spreadsheets. Participants are prompted to follow the systematic procedure for irrigation
scheduling based on site-specific information that is entered in the calculators to determine an
appropriate irrigation schedule. The UCANR SLIDE method is not as comprehensive or user-
friendly as the proposed solution, but it does provide valuable information and data that has been
used to inform this project.
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Figure 1. UCANR Simplified Landscape Irrigation Demand Estimation

The Irrigation Association (IA) offers the Landscape Irrigation Scheduling online
interactive learning module created with the Articulate e-learning authoring tool for $150. This
online learning solution focuses on sprinkler irrigation of landscapes with turf grass and
comprises the following 8 parts:

 Landscape Irrigation Scheduling Intro

 Landscape Irrigation Scheduling Checking Account
 Soil Properties
 Plant Water Use
 Precipitation Rates
 Station Run Time
 Advanced Scheduling Math
 Landscape Irrigation Scheduling Summary

The course is available for 6 months after purchase. Each module requires completion of
a quiz before advancing to the next module. Upon successful completion of the course, the
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learner receives 4 continuing education units towards specific professional certifications offered
by the IA.

Figure 2. Irrigation Association Landscape Irrigation Scheduling Training Module

Solution Description

To remove the gap, the existing PowerPoint presentation will be revised to incorporate
interactive features and it will be available to students through the Canvas LMS prior to and after
the lecture. A flowchart will be created to specify and sequence the anticipated learning and
performance outcomes. The learners will be able to access the flowchart synchronously during
the lecture and asynchronously via the Canvas LMS for reference outside of the classroom.
The lecture portion of the learning module will be presented to students in Irrigation
Systems Design & Management (HORT 58) at Cabrillo College. Learners will access materials
synchronously in class and asynchronously through the Canvas learning management system
(LMS). The lesson will be further shared with colleagues in the Horticulture Department at
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Cabrillo College and with local industry professionals, including landscape contractors,
consultants, and water agency staff.
An interactive, multimedia e-learning product will incorporate scenario-based activities
and improve instruction by allowing learners to access content asynchronously so that materials
can be reviewed multiple times as needed for comprehension. Automating the required
mathematical calculations with Excel spreadsheets will increase learner confidence and
performance by minimizing both extraneous processing and cognitive overload. A narrated video
will guide learners through a systematic procedure that incorporates active processing of relevant
material and integrating it with prior knowledge.

Project Goals

The main organizational goal for this learning module is to increase the percentage of
students successfully creating efficient irrigation schedules for landscapes. Mastery of this topic
will increase the probability of high-level student success in the course. At the end of the training
the learners will be able to create an efficient landscape irrigation schedule and program it into
an irrigation controller. The learners will then be able to utilize their newly acquired skills to
maintain healthy, beautiful landscapes for themselves, their employers, or their clients while
improving their marketable skills in the workforce.

Learning Objectives

The following objectives describe learner performance capabilities after interacting with
the lesson.

 Given an interactive PowerPoint lesson, a flow chart, and an Excel spreadsheet,

HORT 58 students will be able to create a climate-appropriate landscape
irrigation schedule for the North Central Coast region of California with 100%
accuracy.
 Given a Hunter Pro-C irrigation controller and a step job aid, HORT 58 students
will be able to program the controller with 100% accuracy.
 From memory, HORT 58 students will be able to recall the four main water use
classifications (very low, low, moderate, high) of landscape species in California
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and identify the most appropriate classifications for use in the North Central Coast
region of California with 100% accuracy.
 From memory, HORT 58 students will be able to recall the minimum application-
efficiency standards for drip and sprinkler irrigation systems required by the
California Water Efficient Landscape Ordinance with 100% accuracy.
 Given a table titled General Soil Water Properties from the NRCS Engineering
Handbook 652, HORT 58 students will be able to identify the water holding
capacities and infiltration rates of the three basic soil types with 100% accuracy.

Proposed Solution

For the Creating Climate-Appropriate Landscape Irrigation Schedules lesson the learners
will participate in a systematic, step-by-step procedure utilizing specific inputs that they will
need to determine and insert into multiple given formulas to calculate maximum station run
times, irrigation water requirements, and irrigation day intervals. The learners will be
individually constructing their knowledge about soil-plant-water relationships, seasonal weather
conditions, appropriate types of irrigation systems for a variety of real-world scenarios, and
development of irrigation schedules based on the results of the calculations performed during the
procedure. This procedure should help the learners develop their understanding of interactions
amongst different soil types (infiltration rates, water holding capacity) with various irrigation
system components (drip emitters, sprinklers, bubblers) while beginning to recognize how
scheduling decisions affect the soil and plant materials in a landscape. The learners will be
working to learn objective standards, particularly upper limits for irrigation water use in different
scenarios and the consequences for exceeding those limits. Knowledge will also be created by
the work with guidance from the instructor by solving complex, real-world problems and tapping
into the learner’s “innate curiosity about the world and how things work” (Harasim, 2017, p. 71).

Learning Theories

Keeps and Stolovich (2011) state that “three major factors influence how much and how
well we learn: ability, prior knowledge, and motivation” (p. 40). Learners in HORT 58 possess a
wide range of abilities, prior knowledge, and motivation, so specific measures will be used to
adapt the learning solution for the learners’ strengths and weaknesses. Differences in learning
ability will be compensated for by:
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 increasing the amount of time for learning and spacing retrievals

 providing multiple opportunities for practice
 simplifying and breaking learning into small chunks
 providing additional support in class and online as needed
 including activities with greater challenge as needed (Keeps and Stolovich, 2011,
p. 44).

The learners will be missing some prerequisite knowledge and skills, so I will make
adjustments for those gaps by:

 creating lesson materials available prior to the instructor-led session to close the
gaps;
 creating peer teams to provide support for overcoming gaps
 providing an overview and summary of prerequisite content
 directing learners to online resources to fill knowledge and skill gaps (Keeps and
Stolovich, 2011, p. 45).

Deficiencies in motivation will be overcome by:

 enhancing the perceived personal value in what they are learning

 adjusting learners’ confidence levels in regard to the learning content with support
and sufficient challenge
 creating positive learning environment online and in the classroom (Keeps and
Stolovich, 2011, p. 45).

Instructional Principles

Currently, a lecture format is used to deliver instruction in the HORT 58 Irrigation

Systems Design and Management course at Cabrillo College. Constructivist approaches
including problem-based instruction strategies will be incorporated into the curriculum to
enhance learner performance. Kijne (2011) advocated for integrating interdisciplinary, problem-
based, and work-based learning strategies into the normative irrigation and water management
curriculum to enhance social and professional dimensions of learning and to better prepare
graduates for work in modern society. Irrigation and water management students will need to
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combine good research and key scientific knowledge with problem-solving and collaborative
skills to excel professionally and to help meet local and global water needs.
Engineering and environmental science programs traditionally have strong technical
foundations and focus heavily on lecture-based instruction. Integrating constructivist
instructional strategies, like problem-based learning, emphasizes knowledge construction and
can represent the complexities of real-world situations. Benefits of constructivist strategies
include improved data analysis, interpretation, and communication skills (Beavis & Beckmann,
2012), more enjoyable activities for learners and instructors that enhance interpersonal and
writing skills (Johnson, 1999), and enriching learning experiences that increase self-direction and
technical skills (Apul & Philpott, 2011).
Incorporating knowledge obtained in a traditional lecture-based classroom with real-
world situations prepares students for solving problems effectively and efficiently. Problem-
based learning methods can improve learning, while enhancing interpersonal and writing skills
and increase awareness of the benefits of teamwork in a more enjoyable learning process
(Johnson, 1999). Although it is widely acknowledged that these teaching methods require more
time and planning for the instructor, utilizing inquiry-based learning methods is a great way for
students to better comprehend and apply skills necessary for resolving real-world issues in
engineering and environmental science professions.
The following key principles of constructivist pedagogy will be applied to this learning
solution:

1. active learning;
2. learning-by-doing;
3. scaffolded learning;
4. collaborative learning (Harasim, 2017, p. 70).

Methods and Procedure

An interactive multimedia e-learning product created with mAuthor that includes video
and audio instruction will be accessed in Canvas prior to the lecture and will guide the learners
through the irrigation scheduling process. Richard Mayer’s 12 principles of multimedia learning
will be applied to construct knowledge with functional graphics accompanied by narration to
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enhance learner engagement and to avoid extraneous cognitive overload. Text will be limited to
key terms and visual cueing will direct the learner’s attention to integral actions. The e-learning
product will incorporate the following multimedia principles:

1. Coherence Principle
2. Signaling Principle
3. Redundancy Principle
4. Spatial Contiguity Principle
5. Temporal Contiguity Principle
6. Segmenting Principle
7. Pre-training Principle
8. Modality Principle
9. Multimedia Principle
10. Personalization Principle
11. Voice Principle
12. Image Principle

The learners will use scenario-based practice exercises to experience the decision-making
process involved with a work-realistic landscape irrigation scheduling challenge. The learners
will be able to reflect on their choices and learn from mistakes with immediate feedback and
model answers provided in a conversational style.

Resources

Existing materials, including a PowerPoint slideshow, will be revised and new content,
like an interactive, multimedia e-learning product and a step job aid, will be added to the existing
lesson. The course materials will be easily accessible to learners via the Canvas LMS. Major
deliverables for the course consist of the following materials:

 A narrated PowerPoint slideshow used during the lecture that reviews important
technical terms and concepts and demonstrates a systematic 10-step irrigation
scheduling procedure
 An interactive, multimedia e-learning product created with mAuthor that reviews
technical terms and provides short quizzes and scenario-based assessment
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 An “efficient climate-appropriate landscape irrigation scheduling” Excel

worksheet that learners will use to follow along with the irrigation scheduling
procedure described during the screencast
 An “efficient climate-appropriate landscape irrigation scheduling” Excel
worksheet homework assignment
 An instructional video (Hunter Pro-C Basic Programming) by Hunter Industries
 A step job aid created with PowerPoint and Camtasia will guide learners through
the irrigation controller programming process
 A learning module accessible on the Canvas LMS that will include all materials
previously listed available for viewing and downloading along with instructions
for utilizing the materials and completing the homework assignment

This online learning module will be one of multiple modules accessible with the Canvas
LMS containing information and materials for each week of the 17-week, semester-long course.
Important concepts and terminology will be introduced earlier in the semester and reinforced
during the lectures and with the deliverables. This will include information about soil-plant-
water relationships, irrigation system components, climate-appropriate plant materials for the
California Central Coast region, and irrigation system efficiency.
The Canvas LMS will be utilized to “proscribe learning to the target audience, and to
enable the learners to search a catalog of learning assets” (Bencoster, King, King, Rothwell,
2016, p. 284) while providing a learning path, tracking completions, and facilitating online
discussion and feedback with activities after the lecture. The irrigation controller programming
step job aid will provide a specific calculation format to minimize errors. The step job aid was
chosen because, as Willmore (2018) points out, when “a performer is new, knows the process,
but is still building confidence, then a step job aid can be a good way to increase speed and
confidence” (p. 28).

G. Timeline/progress report

Existing materials, like the PowerPoint slideshow, will be revised and new content, like
the instructional video and the step job aid, will be added to the current lesson. The course
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materials will be easily accessible to learners via the Canvas LMS. Major deliverables for the
course consist of the following materials:

1. A PowerPoint slideshow that reviews important technical terms and concepts and
demonstrates a systematic 10-step irrigation scheduling procedure (Fall 2019)
2. An interactive, multimedia e-learning product created with mAuthor (in progress,
Spring 2019)
3. An “efficient irrigation scheduling” worksheet that learners will use to follow
along with the irrigation scheduling procedure described during the slideshow and
lecture (Summer 2019)
4. An “efficient irrigation scheduling” worksheet homework assignment (Summer
2019)
5. An “efficient irrigation scheduling” test
6. An instructional video (Hunter Pro-C Basis Programming) by Hunter Industries
(Spring 2019)
7. A step job aid that guides learners through the irrigation controller programming
process (Summer 2019)
8. A learning module accessible on the Canvas LMS that will include all materials
previously listed available for viewing and downloading along with instructions
for utilizing the materials and completing the homework assignment (Fall 2019)

The online learning module will be one of multiple modules included with the Canvas
LMS containing information and materials for each week and topic of the semester-long course.
Important pertinent concepts and terminology will be introduced earlier in the semester and
reinforced during the lecture and with the deliverables to hook onto existing schema. This will
include information about soil-plant-water relationships, irrigation system components, climate-
appropriate plant materials for the California Central Coast region, and irrigation system
efficiency.
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Evaluation

Formative Evaluation

Three approaches to conducting formative evaluation will be implemented: expert

reviews, management rehearsals, and pilot tests. Stakeholders, including Cabrillo College faculty
and administrators, students, and local landscape professionals will provide valuable feedback
that will enhance the learning intervention.
To guarantee that the instructional package, “follows current or desired work methods or
state-of-the-art thinking on the subject” and that “materials are current, accurate, and credible”
(Bencoster, King, King, Rothwell, 2016, p. 246) a panel of experienced performers consisting of
landscape industry professionals will be convened to analyze the draft instructional product to
determine adequacy of content, instructions, and learning. Content outlines, task analysis and
objectives, deliverables, and access to the draft materials will be provided to these subject matter
experts (SMEs) to gather specific suggestions for improvement. Prior to the expert review, a
checklist with specific questions about the instructional materials will be prepared for SMEs to
“review the match between measurements (such as test items), and content” and to “rate the
quality by which needs are met; the objectives address the needs; the instructional materials will
help learners meet the objectives; and the measurements will help evaluate learner achievement”
(Bencoster, et al., 2016, p. 93).
To date, 3 stakeholders have confirmed interest in reviewing the instructional product,
including:

 Justin White - CEO, K & D Landscaping and President, California Landscape

Contractors Association (CLCA), Central Coast Chapter,
 Regan Barry – Owner, Coastal Evergreen Co, Inc. and CLCA State President-
Elect, and
 Tish O’Reilly - Owner, Pacific Mountain Horticulture.

At least one management rehearsal will be conducted with the Cabrillo College
Horticulture Department Chair, and the Cabrillo College Natural and Applied Sciences Division
Dean to gain support from key stakeholders during the preparation of the lesson. An agenda will
be prepared for the rehearsal to ensure that critical elements are addressed, including the purpose
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of the instructional materials, performance objectives, challenges addressed by the instruction,

targeted learners, proof of need, overview of materials, and explanation of the instructional
improvement process (Bencoster, et al., 2016, p. 248).
Lastly, a group pilot test will be conducted to gauge how well the instructional materials
will work with the targeted audience. During the Fall 2019 semester two instructional assistants
and four students will participate in the pilot test that will include an attitude survey, written
assessment, and a demonstration test to assess learning.

Summative Evaluation

After viewing the learning module and participating in the in-class activities students
should be able to accurately create climate-appropriate landscape irrigation schedules. Upon
creating an irrigation schedule the students should then be able to program an irrigation
controller with the information derived from the scheduling exercise within 5 minutes. The
students will have access to a step job aid for reference to demonstrate mastery of the controller
programming exercise.
Mastery of the topic will be exhibited by the learner’s ability to create an efficient
irrigation schedule given specific information about soil types, irrigation delivery method, and
plant materials along with programming the schedule information into a given irrigation
controller. The level of mastery will be determined by evaluation of performance on a homework
assignment and a test along with the instructor’s observations during the controller programming
activities.
Learners should be able to write about the sequential steps required for creating an
efficient irrigation schedule for landscapes, including estimating the infiltration rate of a given
soil type, finding the application rate of an irrigation system, and determining the water
requirements of given plant materials. The instructor will review the results of the assignment on
the Canvas LMS and confirm that feedback supported learner comprehension with a written test
and demonstration test during the next class meeting. The format of the tests will be the same as
the initial in-class exercise and performance observation, however with slightly different content
for learners to display mastery of the irrigation scheduling process by applying their skills in
different scenarios.
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Dukes, D.M., (2011). How efficient is landscape irrigation? Retrieved from
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Irrigation Association. (2011). 2010 IA member opinion survey. Retrieved from
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diversity. Irrigation Science (29), 1-10. doi.org/10.1007/s00271-010-0239-z.
University of California (2019). Using ANSI/ASABE S623 & SLIDE to estimate landscape
water requirements. Retrieved from
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https://ucanr.edu/sites/UrbanHort/Water_Use_of_Turfgrass_and_Landscape_Plant_Mater
ials/SLIDE__Simplified_Irrigation_Demand_Estimation/.
Vickers. A. (2001). Handbook of water use and conservation. Amherst, MA: WaterPlow Press.
Willmore, J. (2018). Job aids basics (2nd ed.). Alexandria, VA: ATD Press.