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.
9 pages, Teaching is an important part of an Extension agent’s duties; however, little is empirically understood about effective teaching practices in an Extension context. The purpose of this study was to explore the adult teaching practices of exemplary extension agents. Through a nomination process, seven agents in Florida were interviewed. The analysis revealed four themes: (a) approach to teaching adults, (b) awareness of learners, (c) planning, and (d) learning to teach. Each theme had several sub-themes. Recommendations for practice and additional research are provided.
