Bennett, Mary Beth (author), Keyser, Robin (author), Yoder, Edgar (author), and Agricultural and Extension Education, Pennsylvania State University, University Park, PA
Format:
Journal article
Publication Date:
1993-10
Published:
USA: Agricultural Education Magazine, Inc., Henry, IL 61537
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 96 Document Number: C07590
Beattie, Peyton N. (author), Loizzo, Jamie (author), Benge, Matt (author), Israel, Glenn D. (author), Irani, Tracy (author), and Place, Nick T. (author)
Format:
Journal article
Publication Date:
2024-11-04
Published:
USA: Association for Communication Excellence
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 209 Document Number: D13498
12 pages, Mobile technologies and the internet have greatly influenced how people create and consume information and the design and implementation of learning environments. Prior research indicated land grant universities should continue to adapt to the evolving Information Age, train Extension professionals to use ICTs, and leverage ICTs for innovative communication and education with diverse audiences to remain credible and relevant. The following professional development article introduces the digital field experience (DFE) model to engage adult Extension audiences through digital programs. The DFE parameters included: (a) digital delivery of the experience; (b) a component which must include a synchronous, live field experience; and (c) designed for adults as the target audience. In a pilot program, the lead author taught three UF/IFAS Extension agents about DFEs, adult learning, instructional design, and instructional and communication technologies. Throughout the training program the Extension agents developed and delivered their own DFE. The observational outcomes of the DFEs are shared below. The Extension agents adapted the content and the format of the DFE to fit their respective Extension programs, which included a cooking demonstration, the importance of beetles in the landscape, and a virtual beehive tour. Overall, the Extension agents seemed to be pleased with and excited about the experience. A digital experience with a live, hands-on (as they referred to it) component was something that they had been wanting to venture out and try, but they had not committed to doing yet.
19 pages, via online journal, Science communication and informal science education collide in the context of Extension state fair exhibits for engaging public audiences in critical agricultural and natural resource issues impacting people’s daily lives. A need exists to employ systematic communication and education theory and techniques to effectively deliver scientific information in informal learning spaces. In an effort to apply and expand systematic instructional design thinking and research in informal science learning, this study piloted a touchscreen iPad survey evaluation (n= 93; ages 19-66) of adult state fairgoers’ demographics, experiences, attitudes, and learning during their visit to a 25,000 square-foot facility featuring an Extension museum-quality exhibit at the Nebraska State Fair in 2016. The exhibit included content such as farmers’ and ranchers’ stories, food security, soil quality, and water flow via natural landscapes and irrigation. Survey results included fairgoers’ demographics and backgrounds, as well as insights into favorite exhibit features, attitudes toward agricultural and environmental issues, and exhibit experience and attitude differences between visitors with agricultural backgrounds versus non-agricultural backgrounds. Results showed respondents were predominantly Caucasian with ties to agriculture, preferred physical and electronic engagement pieces of the exhibit compared to static text panels, and expressed slight changes in attitudes about agriculture with larger shifts in attitudes about the role of science in agriculture. Recommendations include systematically developing Extension informal learning efforts and exhibits such as the one in this study by conducting needs assessments and evaluations, as well as expanding exhibit locations, access, and topics to reach more diverse demographics.
11 pages, This paper considers issues related to farmers' control of program planning for non-formal agricultural adult education1. Discussion is based on an empirical study of a $10 million Canadian sustainable agriculture education program that was initiated, created, and controlled by a coalition of farm organizations, supplanting a traditional role of extension. Theories of participatory extension education provide a theoretical framework for consideration of issues in the case. Participation theory guides the formation of partnerships among extension, communities, industry, and government. In the area of sustainable agriculture, however, stakeholders may conflict, presenting challenges to engagement and decision-making processes. Moreover, agricultural education researchers have produced little data to show effects of stakeholder involvement in program planning, putting the extension system at risk of desiring increased levels of engagement without a knowledge base about potential impacts. The study was conducted over a 3-year period using cultural anthropology and participatory action research. Farmers strongly influenced five program elements: (a) staffing, (b) content, (c) instruction, (d) evaluation, and (e) composition of planning group.