Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08812
Notes:
Pages 95-116 in Patrick D. Murphy, The media commons: globalization and environmental discourses. United States: University of Illinois Press, Urbana, Chicago, and Springfield. 192 pages.
9 pages., Via online journal., In a world where the notion of ‘sharing of knowledge’ has been gained much prominence in the recent past, the importance of information and communications technologies (ICTs) to promote sustainable agriculture, especially when combined with mobile and open source software technologies is discussed critically. On this rationale, this study was carried out to explore the applicability of the concept of converging ‘Free and Open Source Software (FOSS)’ to promote sustainable knowledge sharing amongst the agricultural communities in Sri Lanka. A multi-stage community consultative process with a set of designated officials (“Sponsors”) and a series of semi-structured questionnaire survey with a cross section of smallholder agriculture farmers (n=246), were carried out in the Batticaloa, Kurunegala and Puttalam districts to gather the baseline data. This was followed by a number of field experiments (“Campaigns”) with the farmers (n=340) from same geographical areas. The two FOSS, namely: (1) “FrontlineSMS” for ‘Text Messaging’ and (2) “FreedomFone” for ‘Interactive Voice Responses’, were applied to evaluate the effectiveness of knowledge sharing within the farming communities. It was found that FOSS intervention increases the ‘Text messaging’ and ‘Voice Call’ usage in day-to-day agricultural communication by 26 and 8 percent, respectively. The demographic factors like age and income level of the farmers has positively influence on the knowledge sharing process. And also the ‘Mobile Telephony’ was the most extensive mode of communication within the communities. The outcome of analysis, as a whole, implies that, with a fitting mechanism in place, this approach can be promoted as a “drive for positive changes” in agriculture-based rural communities in developing countries like Sri Lanka, and those in South and East Asia with similar socio-economic and cultural perspectives.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08791
Notes:
Pages 281-294 in Gordon, Iain J. Prins, Herbert H.T. Squire, Geoff R. (eds.), Food production and nature conservation: conflicts and solutions. United Kingdom: Routledge, London. 348 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08811
Notes:
Pages 71-93 in Patrick D. Murphy, The media commons: globalization and environmental discourses. United States: University of Illinois Press, Urbana, Chicago, and Springfield. 192 pages.
20 pages, via online journal, Purpose: To examine the factors that support and hinder farmers’ learning and to investigate the impact of an innovative learning program on farmers’ practice change.
Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes.
Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system’s integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk.
Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change.
Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs.
Originality: To date, little empirical research about the affordances and barriers for pastoral farmers’ learning has been based on contemporary educational research.
