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2. Electronic field trips for science engagement: the streaming science model
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Loizzo, Jaime (author), Harner, Mary J. (author), Weitzenkamp, Deborah J. (author), Kent, Kevin (author), and University of Florida University of Nebraska- Kearney University of Nebraska- Lincoln
- Format:
- Online journal article
- Publication Date:
- 2019-11
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 121 Document Number: D11061
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 103(4)
- Notes:
- 13 pages, via online journal, While institutions of higher education work to engage PK-12 youth in STEM (science, technology, engineering, and mathematics) concepts and careers via in-person programming, PK-12 teachers and students face many logistical and access constraints for physically traveling to sites off of school grounds during the school day. Throughout the years, electronic field trips (EFTs) have offered a digital way for schools to engage in meaningful ways with museums, parks, laboratories, and field research sites. In order for EFTs to be effective, they should be cost effective and created collaboratively with teachers, students, subject matter experts, and instructional design and communication professionals. Streaming Science is an online science communication platform that aimed to develop and implement an effective EFT model. Three Streaming Science live interactive EFTs webcasted online were piloted from various locations during 2017-2019 to test wireless internet connections, mobile technologies, STEM content, and impacts on students’ interest, attitudes, and learning. The model proved iPads and mobile applications in the field for web streaming were effective for connecting scientists with school audiences. In this professional development article, authors describe the Streaming Science EFT model, including recommendations for instructional design, the pre-production process, content development, teacher collaboration, student engagement, mobile hardware and software, and assessment.
3. Engaging dairy farmers in safety messages: Values, moral norms, barriers, and implications for communication
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Wilmes, Emily (author), Swenson, Rebecca (author), and University of Minnesota
- Format:
- Journal article
- Publication Date:
- 2019
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 7 Document Number: D10244
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 103(1)
- Notes:
- 19 pages, via online journal, Dairy farms pose many hazards to farmers and their employees, including the risk of injury caused by handling animals. On many farms, there is a lack of consistent information and training related to farm safety topics, including stockmanship, or safe animal handling. The purpose of this qualitative research was to explore effective communication strategies that support the application of stockmanship practices and more broadly support health and safety measures and the adoption of new behaviors by farmers and their employees. Research was conducted in three stages via in-depth farm tours and in-person interviews, a qualitative survey, and follow-up phone interviews with dairy farmers. Findings identified four values and moral norms important to dairy farmers and four barriers to implementation of farm safety practices. The research also revealed publications and in-person meetings as key channels of communication and on-farm consultants as important influencers. From the research findings, three major recommendations emerged. These include using a train the trainer educational model, engaging with professionals and encouraging farmer-to-farmer communication, and leveraging digital resources.
4. Expressions of social presence in agricultural conversations on Twitter: implications for agricultural communications
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Naile, Traci L. (author), Pritchett, Kelly M. (author), and Murphrey, Theresa P. (author)
- Format:
- journal articles
- Publication Date:
- 2012
- Published:
- USA: Association for Communication Excellence in Agriculture, Natural Resources, and Life and Human Sciences (ACE).
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 186 Document Number: D00838
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 96(3) : 51-64
- Notes:
- Online via open access.
5. Improving discoverability, preventing broken links: considerations for land-grant university publishers
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Anderson-Wilk, Mark (author)
- Format:
- Journal article
- Publication Date:
- 2011
- Published:
- USA: Association for Communication Excellence in Agriculture, Natural Resources, and Life and Human Sciences (ACE).
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 184 Document Number: D00171
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 95(1) : 36-49
6. Using an experiential learning design to teach photography in agricultural communications
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Kennedy, Lindsay (author), Akers, Cindy (author), Jackson, Rachel B. (author), and Texas Tech University
- Format:
- Journal article
- Publication Date:
- 2017
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 2 Document Number: D10172
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 101(4)
- Notes:
- 13 pages, via online journal, Photography is an important competency of agricultural communications graduates and is a core skill taught in the discipline’s curriculum. The [department] at [university] offers an undergraduate photography course twice yearly in two semester formats: a traditional spring semester where photography principles are taught in the classroom and a 12-day experiential intersession semester that allows for flexibility in how and where the course is taught. Both semesters utilize the same instructor, assignments, and grading rubric. While much agricultural communications research has focused on photography as a needed skill, few studies examine photography teaching methods. The purpose of this study was to compare student performance in an agricultural communications digital photography course taught with an experiential learning approach to a traditional classroom approach during the 2016 and 2017 academic calendar years. Kolb’s (1984) experiential learning theory was used as the theoretical framework for this study. Independent-samples t-tests were conducted to compare students’ cumulative mean assignment scores, individual assignment mean scores, and rubric criteria mean scores within the two instruction formats. The results suggest instruction method has an effect on student performance in agricultural communications digital photography courses. Students in the experiential intersession course had significantly higher mean cumulative assignment scores compared to students in the traditional course. While individual assignment performance was less affected by instruction format, students’ understanding of specific photography skills (rubric criteria), especially composition and clarity was higher when in the experiential intersession format.