27 pages, Agricultural extension has shifted towards community-centric, farmer-centered, and participatory approaches that enhance rural change through a social learning lens, resulting in the emergence of the farmer-to-farmer extension model. The purpose of the study was to understand lead farmer selection criteria within the farmer-to-farmer model and their impacts on community social learning. We applied Torraco’s (2005) integrative literature review method to guide our discussion around lead farmer selection processes, types of lead farmers selected and their impacts on social learning. The study indicated farmer-to-farmer extension model has the potential of re-invigorating the provision of agriculture extension services owing to its low cost, reliability, and the potential to be sustainable. However, farmer-to-farmer faces numerous challenges such as a lack of funding, limited community adoption, and acceptance of the system. This study’s findings suggest the farmer-to-farmer approach can be more effective when stakeholders, especially the community is actively involved in designing, implementing, and evaluating the model. The study recommends that practitioners work closely with the community to develop long-term relationships based on trust through intentionality and inviting attitude that respects and values community knowledge.
24 pages, Farmer-led research (FLR) is a process of inquiry wherein farmers use scientific methods to address their own on-farm curiosities and challenges in ways that are compatible with the scale and management style of their operations. With its flexible, adaptable, participatory, grassroots-oriented nature, FLR has typically been employed by farmers interested in ecological farming techniques and technologies, and evidence shows that it contributes to the adoption and improvement of ecological management practices across a range of contexts. Engagement in FLR initiatives has also been linked to positive social outcomes, including community-building, farmer empowerment, and enhanced capacity for leadership and collective action. In this paper, we present a case study of the Ecological Farmers Association of Ontario’s (EFAO) Farmer-Led Research Program (FLRP), which is currently one of relatively few FLR initiatives in North America. We draw on data from a participatory, mixed-methods research project. Our results highlight how the FLRP is enabling farmers to feel more knowledgeable, confident, motivated, and inspired to adopt and/or improve ecological practices on their farms, in part by supporting them in building robust social networks that align with their farming values and priorities.
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.
7pgs, Liberating Structures (LS) provide a user-friendly toolkit to shift group power dynamics and allow all stakeholders to contribute. We explored the novel use of LS in soil health extension to conduct high-engagement events with diverse stakeholders. Our goals were to promote social learning, networking, and to encourage innovation. Soil health themes emerged highlighting specific practices, and the necessity of addressing broader scope issues of education, economics, and policy. Participants reported increased knowledge of soil health, professional connections, and forecasted participation in soil-health-promoting activities. Participants also expressed a sense of community, expanded perspectives, and appreciation of the co-development process.