"From the Editor" column online from this periodical. 2 pages., Addresses the question of why "communication" is so difficult to pin down. Suggests that it boils down to learning the fundamentals of grammar and writing - striving for perfection with the understanding that you will fall well short of it. And continuing to learn, including being involved with CCA.
11 pages, via online journal, Purpose: Educational farms (EFs) serve a number of social and economic functions and are part of the debate about new learning environments, multifunctional agriculture and firm diversification. Through the analysis of a case study, this paper aims to identify strengths and weaknesses, opportunities and threats (SWOT) of EFs and key factors for setting a development strategy.
Design/Methodology/Approach: A direct survey to EFs in Molise region (IT) was implemented during April-May 2017 and results were assessed following a SWOT approach.
Findings: Strong motivation and connection with agritourism activities are strengths of EFs in the region; small size, unskilled staff, lack of structured educational pathways, and limited profitability are the main weaknesses. Farms opportunities come from a territory rich in rural landscapes, environmental resources, and typical food products, and from a growing demand for educational tourism. Obstacles are in the institutional sphere and due to the absence of regional networks. Based on SWOT findings, key factors for EFs development are discussed.
Practical implications: EFs development requires innovative educational and managerial tools, a more concerted and proactive role for multiple stakeholders, and the implementation of a network approach. Study findings solicit actions from public institutions and advisory services to improve farmers’ skills.
Theoretical implications: The paper contributes to the theoretical debate about the need for a multidisciplinary approach in dealing with the analysis of EFs.
Originality/Value: The analysis underlines the importance of internal and external drivers in stimulating farms and institutions to support diversification strategies, rural development and transformation processes in inner areas.
Martinez, Pamela (author / New Mexico State University), Aguirre, Adrian (author / New Mexico State University), Eiland,Kathryn (author / New Mexico State University), Eshelman, Frank (author / New Mexico State University), and Chamberlin, Barbara (author / New Mexico State University)
Format:
Presentation
Publication Date:
2018-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09908
Notes:
Presentation at the Association of Communication Excellence (ACE) conference during the Agricultural Media Summit, Scottsdale, Arizona, August 4-8, 2018. 20 pages. PowerPoint.
9 pages., via online journal., Encouraging the uptake of sustainable soil management practices often requires on‐farm experiential learning and adaptation over a sustained period, rather than the traditional knowledge transfer processes of identifying a problem and implementing a solution. Farmer‐to‐farmer learning networks are emerging with farmers experimenting and sharing knowledge about these practices amongst themselves. One potential communication channel for such interaction and knowledge sharing is social media and Twitter in particular. A content analysis of a Twitter account for an EU research project, SoilCare, and in‐depth qualitative interviews with five farmers using Twitter, was used to illustrate the extent and type of farmer‐to‐farmer knowledge sharing in relation to sustainable soil management practices. Evidence of farmer learning and knowledge sharing on Twitter with respect to these practices was identified. Twitter can capture the immediacy of the field operations and visual impacts in the field. Furthermore, the brief messages channelled through Twitter appeal to time‐constrained farmers. The ability for interaction around particular hashtags in Twitter is developing virtual networks of practice in relation to sustainable soil management. Within these networks, farmer champions are emerging that are respected by other farmers. Twitter works best for those actively seeking information, rather than passive recipients of new knowledge. Therefore, its use with other forms of face‐to‐face interaction as part of a blended learning approach is recommended. Twitter also offers a potential space for other actors, such as researchers and advisers, to interact and share knowledge with farmers.
12 pages, Smallholder farms are complex systems, constantly adapting to context and rely on local, place-based knowledges. The vital role of local knowledge in smallholder farming systems has seen attempts throughout low- and middle-income countries to entwine local knowledge with scientific knowledge to improve outcomes from agricultural extension. Using a systematic review and exploratory meta-synthesis of selected literature, this research explored the use of local knowledge in agricultural extension. The synthesis found local knowledge plays a vital role in the adoption of new technologies or practices because as the dominant form of knowledge in communities they give learners confidence and they provide a context upon which new information can be introduced. However, effective use of local knowledge requires a realistic perspective which recognises that some combination of local and scientific knowledge, developed in a participatory process, will likely result in extension delivering greater outcomes to farmers.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: KerryByrnes4; Folder: Green Revolution Game File Document Number: D01631
Notes:
Kerry J. Byrnes Collection, Alpha Fertilizer Marketing Simulation, 5 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.
3 pages., Via online journal., Student engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices.
Barton, Elizabeth T. (author), Barton, Emily A. (author), Barton, Susan (author), Boyer, Cheryl R. (author), Brosnan, Jim (author), Hill, Paul (author), Hoyle, Jared (author), Reid, Judson (author), Seger, Jamie (author), Stafne, Eric (author), and University of Delaware
University of Virginia
Kansas State University
University of Tennessee
University of Washington
Cornell University
Ohio State University
Mississippi State University
Format:
Journal article
Publication Date:
2017-04
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10445
10 pages., Via online journal., We held a technology session at the 2016 Annual Meeting of the American Society for Horticultural Science in Atlanta, GA, to provide guidance for technology choices in extension education and an opportunity to learn more about engaging new audiences, including the millennial generation (people born between 1982 and 2000). The use of technology is now an integral part of extension-client interaction. Presenters in the session gave examples of when technologies such as blogs, social media accounts, or web conferencing tools allowed extension personnel to increase engagement with online consumers and ultimately help fulfill extension’s mission of extending knowledge and changing lives. Effective engagement requires both educators and learners to be satisfied with the exchange. It is critical to monitor the quality of these digitally facilitated exchanges as compared with traditional face-to-face interactions. Additionally, it is possible to quantify digital engagement with readily available metrics, such as “retweets” (a reposted or forwarded message) or “likes” (indication an item is appreciated). These allow innovative and substantive reporting to further justify continued use of digital technologies for enhancing client-extension relations.
Belbase, Subhadra (author / Programme Director, World-view International Foundation Media Centre, Kathmandu, Nepal) and Programme Director, World-view International Foundation Media Centre, Kathmandu, Nepal
Format:
Journal article
Publication Date:
1988
Published:
International
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 72 Document Number: C03368
17 pages, The mainstream agricultural literacy movement has been mostly focused on school-based learning through formal curricula and standardized non-formal models (e.g., FFA, 4-H). The purpose of the current study is to qualitatively explore through a grounded theory approach, the development, sharing, and translation of diverse forms of agricultural knowledge and perspectives among adult learners within informal and non-formal learning settings. Data collected through interviews with and naturalistic observation of agricultural practitioners with diverse personal and professional backgrounds are used to guide the development of a holistic agricultural epistemology framework. Based on this framework, we argue the scope of the agricultural literacy movement should be expanded to better account for more diverse sets of learners (e.g., adults), worldviews (e.g., local food production and consumption), and curricular models and settings (e.g., informal and nonformal).
Why is a change in the focus of rural development needed? Sinek (2009) pointed out that the first question addressed by successful entrepreneurs when establishing their companies is, why should the enterprise be created, what is the purpose of it? With the outcome of a conversation with an academic colleague in mind, that even scientific papers have a story to tell, the author has structured this paper in line with the 'golden circle' approach of Sinek (2009), namely asking why, then how and then what? At the beginning of her research career in rural development, the author examined the role of the European Union's (EU) Common Agricultural Policy (CAP) in Hungary, with special regard to agri-environmental management. As this research was linked to policy regulations it was in rather a 'top down' direction, examining the effects of selected tools such as agri-environmental measures, direct payments and the LEADER approach. The experience gained during this period (2001-2006) redirected the interest of the author to human and social capital. Examination of sustainability, resilience and system thinking has become a basic element in her work. Acceptance by agriculture that corporate social responsibility is a pre-condition for the licence to produce is now an established societal demand. Production methods that have regard for the planet and people as well as profi t have become a 'must' for the food industry (Slingerland and Rab-binge, 2009). The author keeps in mind the three dimensions of sustainability (nature, society and economy), in which nature creates the frame, the limits of growth, and society is understood to be part of it. Each human being, as an indi-vidual part of society, has his/her responsibility and has to understand the system he/she lives in. This is very important because, as Senge (2011) points out, people do not believe that they infl uence the future, while Johnson (2013), in line with Meier (2005), states that our future is based on how we as individuals live and talk today. In Hungary, human and social resources, which play an important role in the rural economy, show a great defi cit (Katona Kovács, 2006a). Appreciating the importance of human and social capital and their deficit in the North Great Plain NUTS 2 region where she lives, the author is look-ing for ways to increase these resources. This is the first and most important answer to the why question. Since 2006 the author's research work has sought answers to how human and social capital could be increased in local economies, as key factors for future development, even in the improvement of agri-environment management. Although there are good examples of changes generated through policy instruments, such as the LEADER pro-gramme (ÖIR, 2004), instead of trying to form or to increase human and social capital via 'top down' policy mechanisms, while keeping the importance of these instruments in mind, the author is looking for 'bottom-up' tools and participatory actions. This preference is based on an increasing body of evidence. For example, Dam et al. (2009) explore the transi-tion of societal organisation from heavy reliance on the state towards self-organisation by citizens in communities. They note that private citizens are increasingly expected to take responsibility for the direction of their own lives. The suc-cess of the LEADER programme also comes from the space it gives for bottom-up approaches, for partnership and co-creation. Based on the model elaborated by Lukesch (2007), Katona Kovács et al. (2011) examined, from the three modes of operation offered by the model (animating actions, struc-turing actions and consolidating actions), the types of activities of the Local Action Groups (LAGs) in the North Great Plain region. Their results demonstrate the importance of animating actions amongst the LAGs in the region. In this region the level of governance is such that "the ability of people to articulate their common needs is the starting point for many innovations ... It is the only point where we can speak about development programmes in the strict sense" (Lukesch, 2007, p.16). Today animating actions are the most needed operations in the North Great Plain region, so as to encourage different actors to work together and experience the results of common thinking. Dialogue about the common needs is an important first step to help the development of local communities.
15 pages, Sustainable agricultural technologies are of great significance in fully utilizing agricultural resources and promoting agricultural production. However, the adoption rates of these technologies are often characterized as low in rural areas in China. To figure out the potential salient determinants of rice farmers’ willingness to adopt sustainable agricultural technologies, this paper, by employing the multivariate probit model and ordered probit model, particularly and firstly explores the roles of observational learning and experience-based learning through communication from parents within the household on rice farmers’ willingness to adopt these technologies. Results show that there are strong complementarities and substitutabilities between sustainable agricultural technologies that rice farmers are willing to adopt, and that observational learning and experience-based learning through communication within the household do have pronounced effects on rice farmers’ willingness to adopt some sustainable agricultural technologies and on their intensive use intentions. Therefore, while formulating policies to improve the adoption rates and adoption intensity of these technologies, relevant government agencies should take the complementarities and substitutabilities between sustainable agricultural technologies as well as observational learning and experience-based learning through communication from parents into consideration.
July 15 issue via online. 2 pages., Describes how Penton's increased emphasis on being an information service provider rather than business-to-business publisher is prompting a closer look at "investments in non-core businesses like data, events, and elearning."
