USA: National Project in Agricultural Communications (NPAC), Michigan State University, East Lansing.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 193 Document Number: D07272
Notes:
Hal R. Taylor Collection, 12 pages., Selected references supplementing those contained in the instructors' guides which were issued to all participants attending the Communication Training Program. List includes 142 references. Of those, 14 involve agriculture/extension.
17 pages., Via online journal., Purpose: This paper presents economic and pedagogical motivations for adopting information and communications technology (ICT)-mediated learning networks in agricultural education and extension. It proposes a framework for networked learning in agricultural extension and contributes a theoretical and case-based rationale for adopting the networked learning paradigm.
Design/methodology/approach: A review of the literature highlights the economic and pedagogical need for adopting a networked learning approach. Two examples are described to instantiate the language for learning networks: a small community of farmers in India and large Twitter community of Australian farmers.
Findings: This paper reviews evidence that successful networked learning interventions are already occurring within agricultural extension. It provides a framework for describing these interventions and for helping future designers of learning networks in agricultural extension.
Practical implication: Facilitation of learning networks can serve to achieve efficient agricultural extension that connects farmers across distances for constructivist learning. To realize these benefits, designers of learning networks need to consider set design, social design and epistemic design.
Theoretical implication: This paper contributes a theoretical framework for designing, implementing and analysing learning networks in agriculture. It does this by integrating existing ideas from networked learning and applying them to the agricultural context through examples.
Originality/value: This paper contributes an understanding of the value of networked learning for extension in terms of economic and pedagogical benefits. It provides a language for talking about learning networks that is useful for future researchers and for practitioners.
Dillon, Justin (author), Rickinson, Mark (author), Sanders, Dawn (author), and Teamey, Kelly (author)
Format:
Book chapter
Publication Date:
2005
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08794
Notes:
Pages 187-203 in Dillon, Justin, Towards a convergence between science and environmental education: the selected works of Justin Dillon. United States: Routledge, New York City, New York, 2017. 361 pages.
Telg, Ricky (author), Irani, Tracy (author), Harrington, Michael (author), and Scherler, Christi (author)
Format:
Proceedings
Publication Date:
2000-07-25
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 113 Document Number: C11218
Journal Title Details:
page 1-16
Notes:
Also includes discussant remarks in Session I Discussant comments by Joan Thomson at page 34-36, Proceedings of the Agricultural Communicators in Education (ACE): Research Paper Presentations, 25 July 2000, Washington, D.C.
The Research Special Interest Group, Agricultural Communicators in Education (ACE), 25 July 2000, Washington, D.C.
5 pages., Author reported "overwhelming response" to biofertiliser courses delivered by community-based family enterprise RegenAG and hosted on-farm by landholders in central Queensland, with the support of Fitzroy Basin Association (FBA) - as "catalyst for forming a community of practice for peer-to-peer support and mentoring in regenerative agriculture."
6 pages., Via online journal., Plant Madness was a classroom activity developed and implemented for the Landscape Plants II identification course at Kansas State University. The game was modeled after the National Collegiate Athletic Association college basketball March Madness tournament and Bracketology. One activity objective was to provide students an opportunity to learn new and recent cultivars and plant species not specifically covered in the class curriculum. The activity also provided students opportunities to practice public speaking skills, an avenue to be creative, and simply have fun in class. In Plant Madness, each student randomly drew a plant from a hat and then students were randomly assigned tournament seed rankings (preliminary rankings). On specified game days, one student played against another student, each having 2 minutes of play. Student play varied, and consisted of defining different plant attributes, landscape appeal, and interesting facts, for example; or identifying the opposing student’s plant’s faults through riddles, poems, games, songs, or simply recitation. Referees (e.g., guest faculty, graduate students) reviewed student play and awarded points, and the student with the highest score advanced to the next round through the single-elimination tournament. A postactivity survey was administered [Spring 2016 and 2017 (n = 44)] to obtain student feedback. When asked if the students liked the activity, it was nearly unanimous, 98% liked Plant Madness. Similarly, most students (93%) self-reported the activity increased their awareness of new or recent plant cultivars. When asked to rate the activity compared with other class approaches for learning different plants based on a scale of 1 (excellent) to 5 (poor), the average rating was 1.8. Students’ average rating for their ability to be creative for Plant Madness was 1.8 (1 = to a large extent, 5 = not at all). Ninety-five percent of the students recommended repeating the activity.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C29796
Notes:
Pages 271-275 in Ian Scoones and John Thompson (eds.), Farmer First revisited: innovation for agricultural research and development. Practical Action Publishing, Warwickshire, U.K. 357 pages.
13 pages, Peer-to-peer learning is gaining increasing attention in nonformal community-based environmental education. This article evaluates a novel modification of a concept for peer-to-peer learning about residential energy solutions (Open Homes). We organized collective “Energy Walks” visiting several homes with novel energy solutions and engaging people beyond those with a serious renovation project. We evaluated the intervention in terms of individual, network-centric, and institutional learning outcomes. Learning outcomes were observed on all these levels. We argue that this form of peer-to-peer learning builds capacity for sustainable action in the community by supporting discussion and reflection, rather than merely social learning as modeling.
Johnson, Eldon L., chair (author), Evans, James (author), Fliegel, Frederick (author), Lancaster, Wilfrid (author), Malone, Violet (author), Santas, John (author), and Swanson, Burton (author)
Format:
Proposal
Publication Date:
1980
Published:
International: International Program for Agricultural Knowledge Systems (INTERPAKS), University of Illinois, Urbana, and Office of International Programs, Colorado State University, Fort Collins.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 123 Document Number: D11185
Notes:
From the "INTERPAKS Academics" file, transferred from the International Programs records of the Agricultural Communications Program, University of Illinois., 16-page proposal, plus related meeting minutes and correspondence among authors regarding the proposal., Proposal from the Academic Sub-Committee of INTERPAKS to the Graduate School of Library Science and College of Agriculture, University of Illinois, Urbana-Champaign.