7 pages, Graduate education is an important aspect of the life of most academic scientists and a serious responsibility because it comes with the obligation to help students achieve their career and life goals. It can also be very fulfilling for the graduate mentor in terms of personal satisfaction and advancement of the research program. Learning to be a good major professor is an active process that depends on developing a formal framework of education and modifying that framework for each student based on past experiences and experimentation, advice from colleagues, and the individual personality of the student. Perhaps most important is for the graduate mentor to buy into the success and well-being of the student. Among the characteristics that a major professor could seek to instill in his or her students are critical and independent thinking, self-confidence, a thick skin, teamwork, laboratory skills and understanding, and the ability for hard work. Work to make science joyful by celebrating accomplishments, creating a fun environment in the lab, and stressing the societal value of science as compared to personal rewards or ambition.
6 pages, With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.
22pgs, To explore the structures and processes within agricultural advisory organisations that may enhance absorptive capacity (AC) and determine how organisations develop their AC.
23 pages, The present study explores the development of agri-food value chains from an organizational learning perspective, using the German organic food sector as an example. We illustrate how the development of local value chains unfolds over time and outline how facilitation can support this process.
16 pages, Background
Residue-based biogas is considered as a renewable energy that should be used to improve energy security and household livelihoods in rural areas. Observational learning and word-of-mouth learning are critical in the dissemination of knowledge about agricultural technologies. Yet, scholars have little understanding of the impacts of these learning methods on farmers’ use of residue-based biogas. Using survey data from rural areas of Hubei China, this study estimates the impacts of observational learning and word-of-mouth learning from different subjects (i.e., relatives, neighbors, cadres, cooperative members, and technical instructors) on the use of residue-based biogas by farmers. Additionally, the moderating role of interpersonal trust in these relationships is explored.
Results
Results from logistic regression models show that observational learning from technical instructors significantly increases farmers’ use of biogas. Furthermore, interpersonal trust significantly and positively influences the impact of observational learning on farmers’ decisions to use biogas. Similarly, interpersonal trust significantly and positively moderates the influence of positive word-of-mouth learning on farmers’ decision to use biogas. In contrast, a negative moderating role exists in the relationship between negative word-of-mouth learning and farmers’ decision to use biogas. These impacts are further affirmed by robustness checks.
Conclusions
The results presented here show that enhancing farmers’ interpersonal trust promotes the use of residue-based biogas by farmers. One important implication is that the government might promote the use of residue-based biogas by organizing technology demonstration activities, providing communication platforms, and enhancing mutual trust between farmers and relevant groups.
21 pages, One of the most complex agricultural and natural resources challenges of our time is reconciling sustainable global food security and biodiversity conservation. Providing undergraduate students effective, learning experiences to develop technical and cultural competency prepares them to address this challenge and become global leaders in their disciplines. A three-year experiential research and extension project brought together 14 students and 10 faculty mentors to investigate smallholder farmers practicing conservation-compatible adjacent to the Vaca Forest Reserve in Belize. We used an agroecological approach to foster systems-level thinking and develop transdisciplinary skills of undergraduate students. Students completed applied individual research projects that explored the challenge of food security and biodiversity conservation in the tropics, and worked collaboratively with local stakeholders, design and implement extension projects based on research results. Student and faculty teams assessed cropping and soil management practices; social and economic systems; and wildlife, forestry, and ecosystem services. We assessed student learning outcomes with a tool commonly used for evaluating undergraduate research. Students reported learning gains in attitudes and behaviors toward research, mindset towards research, ability to think and work like a scientist, and research skills. Students also reported positive working relationships with mentors and peers, and a high level of publication and presentation outputs. Students reported that their Belize experience helped develop their agroecological and cross-cultural knowledge and skills, and prepared them for their next career steps. We conclude with recommendations for higher education institutions wishing to develop meaningful global undergraduate research experiences that can build the next generation of leaders.
15 pages, Advisory services are considered to play an important role in the development of competitiveness and sustainability in agriculture. Advisory services have been studied at policy level, structural level and within case studies, but there is still restricted knowledge about advisors’ and farmers’ view on advisory services in general. This paper presents the views of Swedish advisors and farmers on advisory services. In a survey-based study, perceptions of farm advisors and full-time farmers in commercial Swedish agriculture on advisory services were identified and statistically analysed, comparing differences between and within the groups. The results are structured around three main themes; motives for a farmer using or not using advisory services, preferred approach by the advisor and future demands on advisory services and their importance today. Possible consequences of differences in perceptions for on-farm service delivery were assessed. Similarities in perceptions on advisory services among advisors and farmers, were found in areas characterised by well-defined questions or production-related issues. Significant differences in perceptions of advisors and farmers emerged in less concrete areas and on topics connected to change, management and strategy. Consequences of discrepancies in perceptions are that advisors may deliver too much, too little or off target, especially when expectations on advisory services are not clearly expressed. A strong and proactive back-office supporting the advisors is needed to prevent these possible consequences.
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.
11pgs, Taylor and Francis Online, The field of research on agricultural and rural extension and education, also referred to as advisory services and intermediaries, has always engaged with different aspects of the spaces in which agricultural producers (farmers, growers, ranchers) are situated and operate. In this editorial, I will reflect on the elements and environments which jointly constitute and shape the farm (Darnhofer 2020) and their connection with extension and advisory services in the digital age, opening up new digital and virtual spaces. Extension and advisory services receive ample consideration in current debates on digitalization and digital transformation of the agrifood sector, and are an important focus of attention for agriculture and food systems research, practice and policy (Ehlers, Huber, and Finger 2021; Ingram and Maye 2020; Klerkx 2020). In what follows, I will elaborate on some digital and virtual spaces as sites of extension and advisory services research, to progress the field of study for which The Journal of Agricultural Education and Extension serves as a publication outlet.
"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.
9 pages, The University of Nebraska–Lincoln Testing Agricultural Performance Solutions (TAPS) program involves use of farm management competitions to increase engagement across producers, industry, and universities. Participants make several management decisions throughout the growing season in a controlled field trial held at the university research station. Results are analyzed, and awards are presented for most profitable farm, most efficient farm, and farm with the greatest grain yield. The TAPS program involves several techniques for facilitating participatory assistance, including two-way communication and transformational learning. It has resulted in participants' questioning their past management decisions and realizing that they need to improve their marketing skills to improve profitability.
19 pages, Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers’ learning needs is critical. This study sought to investigate extension agents’ use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers’ learning as a critical consideration for improving the use and impact of learning-based methods
12 pages., Authors presented an algorithm to analyze the behaviour of users of Twitter involving the environment and health care. To illustrate, they presented a concrete example of how the associated graph structure of the tweets related to World Environment Day 2019 was used to develop a heuristic analysis of the validity of the information.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 166 Document Number: D11691
Notes:
2 pages., Online from website of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris, France., Description of the UNESCO Horizontes Program, through which young people from some rural schools in Peru learn to grow vegetables in their homes and farms. Youths work with their families, using audios and texts provided to them. Through the program, they can "implement their life projects and dedicate themselves to activities linked to the development of their communities inside or outside their locality without losing their identity."
9 pages, via online journal, This article provides an overview of Extension's Military Families Learning Network. The network is an example of Extension's commitment to building virtual learning networks in the support of targeted professional and lay audiences. The network uses well-established and emergent pedagogical approaches focusing on adult-centered learning while employing state-of-the-art online learning technologies. We present a four-dimensional model of learning activities to illustrate how the network offers different options for and approaches to adult-centered learning and training. The Military Families Learning Network can serve as a model for broader adoption of such entities across the Extension community.
5 pages, Mitigating complex problems is increasingly essential to sustaining life on Earth. Empowering current and future generations to address these problems requires rethinking traditional education approaches. This article serves as a primer for land-based learning—defined as a pedagogical approach in which learners collaborate with community members to implement place-based interventions within agricultural systems to increase the sustainability of their community. As an introduction to land-based learning, the article (a) describes critical checkpoints within land-based learning, (b) illuminates the role of Extension educators in facilitating land-based learning, and (c) introduces a case study of land-based learning in Michigan's Upper Peninsula.
7 pages., Article #: 4IAW3, via online journal., The National 4-H Volunteer e-Forum is an alternative to multistate, face-to-face volunteer forums. Building on the success of regional e-forums, a collaborative group planned and offered three webinars that were relevant, economical, consistent, and convenient to attend. A blended learning strategy can successfully be used for focusing on both volunteer and organizational needs when approached with intentionality. Extension can use this model broadly to develop better trained corps of volunteers. Data-driven recommendations are included for Extension professionals interested in exploring hybrid training options.
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.
16 pages, via online journal, Purpose: This study elucidates on how faculty supervision support to students during farm placements and other facilitating conditions influence farmer learning in the student-centred university outreach.
Methodology/Design/Approach: Cross-sectional data were collected from a sample of 283 farmers who had previously hosted students of Gulu University in the student-to-farmer university outreach. Structural equation modelling was used to analyse how faculty supervision support to students in combination with other facilitating conditions affect the formation of intentions for learning and actual farmer learning behaviour.
Findings: Faculty supervision support in the student-to-farmer outreach was found to significantly influence formation of intentions for learning (β = 0.380; t = 5.263; P < .01) and actual farmer learning behaviour (β = 0.182; t = 2.081; P < .05).
Practical implications: Faculty supervision support to students is critical to fostering lasting learning relationships in university outreach. Thus, it needs to be a part of the transformation agenda of the higher education sector for improved community linkages and innovation.
Theoretical implications: Empirical data obtained from the context of student-centred university outreach is used to extend the model of facilitating conditions.
Originality/Value: The study addresses how faculty supervision support together with farmers’ perception of student attitudes and the value of the learning content influence farmers’ learning behaviour during university outreach.
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.
17 pages., via online journal., The biosecurity system is extremely important to New Zealand because the economy is based largely on exporting products derived from primary industry practices. Recent developments in trade practices such as online trade have put the biosecurity system in New Zealand under further strain. In light of this, engaging young people to support biosecurity initiatives is crucial. A qualitative approach using the interpretive mode of inquiry was used to investigate the message young people got out of biosecurity educational material in the public. One hundred and seventy-one young people completed a questionnaire that consisted of Likert-scale type questions and open-ended questions that focused on getting young people’s understanding of biosecurity related educational material. The findings show that young people emotionally connected with the biosecurity educational material, but were unable to get the biosecurity message. Building prior knowledge about biosecurity through teaching and learning is recommended.
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."
5 pages., via online journal, The growth of community gardens has created new opportunities for urban Extension personnel at a time when staffing resources continue to decline. To serve the integrated pest management (IPM) needs of community gardening populations, Extension educators in two urban counties developed an on-site program involving a demonstration kit and planning protocol that Extension educators, program staff, and master gardener volunteers can use to teach IPM. The program provides practical, research-based information to community gardeners, allows Extension to maintain a presence in urban centers, and provides outreach to audiences who may not have used Extension resources historically.
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.
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.
Harsh, Jessica (author), Lamm, Alexa (author), Telg, Ricky (author), and Meyers, Courtney (author)
Format:
Paper abstract
Publication Date:
2018-02
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D10019
Notes:
Abstract of paper presented at the National Agricultural Communications Symposium, Southern Association of Agricultural Scientists (SAAS) Agricultural Communications Section, Jacksonville, Florida, February 4-5, 2018.
13th European Farming Systems Association (IFSA) Symposium, Greece., Provides a narrative review which identifies key functional characteristics that enable learning in demonstration farms.
2 pages., Research summary online via the North American Association for Environmental Education., This study involved journalists who participated in science journalism training at the University of Rhode Island's Institute for Marine and Environmental Reporting between 1999 and 2015. Researchers collected data on the effectiveness of such training by surveying 111 participating journalists about their perceptions of the training. Researchers also analyzed the content of stories published by 20 journalists before and after they participated in a week-long immersion workshop. "Results showed a number of small but positive effects..." Journalists who participated found interpersonal interactions with scientists to be the most valuable tool for their science reporting.
LeBude, Anthony (author), Fulcher, Amy (author), Dubois, Jean-Jacque (author), Braman, S. Kris (author), Chappell, Matthew (author), Chong, J.C. (author), Derr, Jeffrey (author), Gauthier, Nicole (author), Hale, Frank (author), Klingeman, William (author), Knox, Gary (author), Neal, Joseph (author), Windham, Alan (author), and North Carolina State University
University of Tennessee
National Science Foundation Center for Integrated Pest Management
University of Georgia
Clemson University
Virginia Tech
University of Kentucky
University of Florida
Format:
Journal article
Publication Date:
2017-12
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 12 Document Number: D10344
10 pages., Via online journal., Three, 2-day hands-on experiential learning workshops were presented in three southeastern United States cities in June 2014, by the Southern Nursery Integrated Pest Management (SNIPM) working group. Attendees were provided 4 hours of instruction including hands-on demonstrations in horticultural management, arthropods, plant diseases, and weeds. Participants completed initial surveys for gains in knowledge, skills, and abilities as well as their intentions to adopt various integrated pest management (IPM) practices after the workshop. After 3 years, participants were again surveyed to determine practice adoption. Respondents changed their IPM practice behavior because of attending the workshops. Those returning the survey set aside more time to scout deliberately for pests, plant diseases, and weeds; used a standardized sampling plan when scouting; and adopted more sanitation practices to prevent plant disease. Fewer horticultural management practices were adopted than respondents originally intended. Future emphasis should be placed on using monitoring techniques to estimate pest emergence, for example, traps and pheromone lures, as well as plant phenology and record keeping. However, more work is needed to highlight both the immediate and long-term economic benefits of IPM practice adoption in southeastern U.S. nursery production.
3 pages., Via online journal., Increased global trade coupled with diversified employment opportunities demand college graduates possessing well-developed professional skills. Recent survey results identified the importance of professional skills among candidates seeking employment, with communication being recognized as the most important skill or quality when selecting candidates. The ability to work within a team structure, solve complex problems, and organize and prioritize work also ranked high among industry employment needs. Despite a rigorous focus on discipline-oriented knowledge and skills, development of professional skills in students of horticulture may be overlooked or not fully developed. Teaching methods can be modified to incorporate development of professional skills and discipline-oriented knowledge to enhance student employment preparedness and directly address industry needs.
4 pages., Via journal article., Learning by doing plays a critical role in a learner’s conceptual understanding. By actively engaging with a concept, students gain experience and develop an enduring understanding of the concept. The concept of pollen viability is a critical component in the field of plant breeding and can be used to explain various aspects of pollen quality. An inquiry activity was designed to expose undergraduate students in a horticulture course to the concept of pollen viability and its application. The entire class was tasked with collaborating to identify an in vitro germination medium optimized to germinate plumeria (Plumeria rubra) pollen. To determine optimum sucrose and pH concentrations of the medium, student groups were assigned treatments of pollen from two plumeria cultivars that were germinated in Brewbaker and Kwack media of differing sucrose and pH concentrations. Students calculated the percentage of germinated pollen and assessed pollen tube integrity and used these variables as evidence of an optimized medium. Although undergraduates were engaged in authentic research practices during the inquiry activity, lack of time and resources impeded completion of the activity. However, students were exposed to methods and instrumentation directly related to evaluating pollen viability. Moreover, they were exposed to the basic practice of pollen quality assessment that they can use to carry out investigations on pollen fertility. In addition, insight was gained to improve the inquiry activity in the future. Now, well-informed modifications to the inquiry activity can be made to pilot this activity in a formal horticulture laboratory section.
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.
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.
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.
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.
6 pages., Via online journal., This study examines the impact of a residential horticultural career academy, Camp Tomorrow’s Undergraduates Realizing the Future (TURF), conducted from 2010 to 2016 at Oklahoma State University (OSU) in Stillwater, OK. Each year, up to 25 Oklahoma high school students were engaged in 2 weeks of hands-on activities representing a variety of horticulture-related careers. Instructors for Camp TURF included OSU faculty, staff, and graduate students from the Department of Horticulture and Landscape Architecture, related OSU departments, and horticulture and landscape architecture industry professionals. The Oklahoma State Regents for Higher Education sponsored this career academy, which was geared toward potential first-generation college students, and helped to expose students to the university atmosphere as well as expand their knowledge of science- and math-related career fields. Pre- and postassessments given at Camp TURF show significant changes in college readiness and familiarity with horticulture careers, but did not necessarily increase interest in particular horticulture and landscape architecture careers. Upon following up with academy graduates, we learned that the academy has been a positive experience for numerous attendees, with 76.6% going on to higher education and two students majoring in horticulture and landscape architecture-related areas.
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.
7 pages., Via online journal., Virtual plant walk maps were developed for an ornamental plant identification (ID) course, with the goal of providing an additional study resource to potentially enhance student learning. The maps provided students an opportunity to revisit plants covered in lecture and laboratory sections at their own convenience, using either a computer or mobile device. Each map plotted the locations of the plants from the corresponding list and provided photographs of specimens, plant family, common and scientific names, and plant type information. At the end of the course, a survey was given to collect information about student use and perceptions of the virtual plant walk maps for two fall semesters (n = 87). Survey results indicated 63% of the students used the virtual plant walk maps as a study resource. Students who used the maps reported accessing the maps an average of 3.2 times between receiving the maps and taking the plant ID quiz in laboratory. Students mainly used the maps to study the most current plant list and accessed previous plant list maps to a lesser extent. About 67% of students who used the virtual maps, used the maps to visually review the plants online only, although 31% of students used the maps for both visual review and to physically retrace the plant walk to view the live specimens. Of the students who did not use the maps, most found other study resources/methods more useful or they forgot about the maps as a resource. When asked to rate usefulness of the maps on a scale from slightly useful (1) to very useful (3), 43% of students indicated that the virtual maps study tool was very useful, 25% indicated the maps were useful, and 8% indicated that the maps were slightly useful. A significant dependence between student use frequency and student usefulness ratings of virtual plant walk maps was observed. As students’ use of the virtual maps increased, they perceived the maps to be more useful to their studies in preparing for ID quizzes. No differences between plant ID quiz scores were associated with virtual plant walk map use, learning style, or use by learning style. Our survey indicated that students used the virtual plant walk maps as a resource and perceived the maps as a useful tool in preparation for ID quizzes.
November issue., Article investigated two examples of group extension for knowledge exchange and innovation among farmers, discussions within the Beef Technology Adoption Programme (BTAP) in Ireland and monitor farms in Scotland.
Jayasinghe, J.A.S.S. (author), Hewagamage, K.P. (author), and Department of Information Technology, CINEC Campus, IT Park, Malabe, Sri Lanka
University of Colombo School of Computing, 35, Reid Avenue, Colombo 07, Sri Lanka
Format:
Conference paper
Publication Date:
2017
Published:
Sri Lanka: Institute of Electrical and Electronics Engineers Inc.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 162 Document Number: D08141
Notes:
article number 7829901, pp. 72-79, 16th International Conference on Advances in ICT for Emerging Regions, ICTer 2016; Jetwing BlueNegombo; Sri Lanka; 1 September 2016 through 3 September 2016; Category numberCFP1686L-ART; Code 126111
This study presents an efficient version of test for the hypothesis that education plays a key role in influencing agricultural productivity based on a switching regression model. In the present setting, farmers’ ability to deal with disequilibria is allowed to change with education, which thereby provides a concrete evidence of the effect of education on selected East Asian production agriculture. The results suggest that there exists a threshold for education to be influential to agricultural productivity change when the selected East-Asian economies are categoried by their degree of economic development. Moreover, for the group of economies where education constitutes a major determinant of productivity growth in both the technological progression and/or stagnation/recession regimes, the effect of education is found to vary from economy to economy and from regime to regime. Generally speaking, however, those East-Asian economies tend to reach their turning point in short time despite of the mentioned differences. This result therefore leads to important policy implications concerning giving an impetus to human capital investment in the agriculture sector.
