Forestry 202 – Forest Ecology Learning Enhancement Tool

TitleForestry 202 - Forest Ecology Learning Enhancement Tool
Duration2 Year
Funding Details
Year 1: Project TitleDevelopment of computer-assisted learning tools in forest eccology and sustainable forestry
Year 1: Project YearYear 1
Year 1: Funding Year1997/1998
Year 1: Project TypeSmall TLEF
Year 1: Principal InvestigatorJ. P. Kimmins
Year 1: Team Members

J.P. Kimmins, Forest Sciences, Faculty of Forestry

Year 1: Summary
  1. To develop a computer-based learning assistance tool for FRST 202 Forest Ecology for use in on campus and Guided Independent Study courses and advanced silviculture training schools.
  2. To develop user-friendly tools for analysis of the relative sustainability of different forest values under alternative management strategies.
Year 2: Project YearYear 2
Year 2: Funding Year2000/2001
Year 2: Project TypeSmall TLEF
Year 2: Principal InvestigatorJ. P. Kimmins
Year 2: Funded Amount11,125
Year 2: Team Members

J.P. Kimmins, Forest Sciences, Faculty of Forestry

Year 2: Summary


To finish developing the computer based, self-guided learning enhancement tool for Forestry 202-Forest Ecology that was developed on the first partial grant. This product would be available to students on CD-ROM. The product would provide a study guide that helps the students navigate through the complex material of the course, and gives students a means of monitoring their progress. The CD-ROM will be complimentary to the course textbook, and to the Distance Education version of Forestry 202.


Many students have found difficulty with Forestry 202 because of inadequate preparation (lack of prerequisites), inadequate time in which to cover the material at a pace they can handle, and the lack of tutorials and other learning assistance mechanisms. The learning enhancement tool will facilitate learning at a student’s own pace, and will provide a valuable guide to help them navigate through the course material.


The learning enhancement tool has been designed in conjunction with two graduate students who did well in the course. They have interviewed many other students – those who did well and those who had difficulty with the material. Details of the design follow in the application.