Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C22474
Notes:
Agricultural Publishers Association Record, Jan 1, 1918 to July 1, 1918, Series No. 8/3/80, Box 2, University of Illinois Archives., Agricultural Publishers Association Archives. 2 pages., Appeals to farm readers to oppose a postal rider to the revenue bill which would increase the cost of carrying second class mail material.
15 pages., Via online journal., Plant pests cause crop losses of 30–40%, contributing significantly to global food insecurity. The Plantwise program works alongside national agricultural extension services, who advise smallholder farmers on plant health issues and collect data on problems they face. In a 1-year pilot, Plantwise tested the use of information and communication technologies (ICT)—tablets and short message service (SMS)—with 60 Kenyan extension workers. They were able to assist more farmers with better advice, had significantly improved access to plant health information, valued being able to ask their peers for advice, and dramatically improved the quality and speed of the data they collected.
Prokopy, Linda S. (author), Hart, Chad E. (author), Massey, Raymond (author), Widhalm, Melissa (author), Klink, Jenna (author), Andresen, Jeffery (author), Angel, James (author), Blewett, Thomas (author), Doering, Otto C. (author), Elmore, Roger (author), Gramig, Benjamin M. (author), Guinan, Patrick (author), Hall, Beth L. (author), Jain, Atul (author), Knutson, Cody L. (author), Lemos, Maria Carmen (author), Morton, Lois Wright (author), Niyogi, Dev (author), Power, Rebecca (author), Shulski, Martha D. (author), Song, Carol X. (author), Takle, Eugene S. (author), and Todey, Dennis (author)
Format:
Journal article
Publication Date:
2015-09
Published:
USA: Elsevier
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 160 Document Number: D07789
Coutts, Jeff (author), Roberts, Kate (author), Samson, Amy (author), and Rural Industries Research and Development Corporation, Australian Government, Barton, ACT.
Format:
Report
Publication Date:
2007-07
Published:
Australia
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C27019
Notes:
Executive summary posted at www.rirdc.gov.au/reports/HCC/07-103sum.html; full report posted at www.rirdc.gov.au/reports/HCC/07-103.pdf, RIRDC Publication No. 07-103. 21 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.
