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.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 153 Document Number: D11607
Notes:
21 pages., Online from Think Shift Communications, San Francisco, California, via AgriMarketing Weekly., "While the industry hs never been a stranger to change, it seems increasingly certain that we are currently in the greatest state of evolution - maybe even revolution - that ag has ever faced."
Garcia, Claude A. (author), Sasvilaakso, Sini (author), Verburg, Rene W. (author), Gutierrez, Victoria (author), Wilson, Sarah J. (author), Krug, Cornelia B. (author), Sassen, Marieke (author), Robinson, Brian E. (author), Moersberger, Hannah (author), Naimi, Babak (author), Rhemtulia, Jeanine M. (author), Dessard, Helene (author), Gond, Valery (author), Vermeulen, Cedric (author), Trolliet, Franck (author), Oszwald, Johan (author), Quetier, Fabien (author), Pietsch, Stephan A. (author), Bastin, Jean-Francois (author), Dray, Anne (author), Araujo, Miguel (author), Ghazoul, Jaboury (author), and Waeber, Patrick O. (author)
Format:
Journal article
Publication Date:
2020
Published:
International
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 201 Document Number: D11697
12 pages., Authors note no clear evidence that global efforts against forest loss, fragmentation,and degradation of land use are working. As key reason, they point to apparent ineffectiveness in involving all stakeholders involved. "Forest transitions are social and behavioral before they are ecological. Decision makers need to integrate better representations of people's agency in their mental models. ... Games can help decision makers in all of these tasks."
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.
13 pages., Online via Directory of Open Access Journals (DOAJ)., Analysis among adolescents (12-17 years old) revealed four types of food preferences: varied diet, avoiding vegetables, low appetite, and healthy diet. Urban versus rural residence was among the major predictors for food preferences.
9 pages., via online journal., Residents of Mexico City experience major hydrological risks, including flooding events and insufficient potable water access for many households. A participatory modeling project, MEGADAPT, examines hydrological risk as co-constructed by both biophysical and social factors and aims to explore alternative scenarios of governance. Within the model, neighborhoods are represented as agents that take actions to reduce their sensitivity to exposure and risk. These risk management actions (to protect their households against flooding and scarcity) are based upon insights derived from focus group discussions within various neighborhoods. We developed a role-playing game based on the model's rules in order to validate the assumptions we made about residents' decision-making given that we had translated qualitative information from focus group sessions into a quantitative model algorithm. This enables us to qualitatively validate the perspective and experience of residents in an agent-based model mid-way through the modeling process. Within the context of described hydrological events and the causes of these events, residents took on the role of themselves in the game and were asked to make decisions about how to protect their households against scarcity and flooding. After the game, we facilitated a discussion with residents about whether or not the game was realistic and how it could be improved. The game helped to validate our assumptions, validate the model with community members, and reinforced our connection with the community. We then discuss the potential further development of the game as a learning and communication tool.
Gleason, Jeanne (author / New Mexico State University), Chamberlin, Barbara (author / New Mexico State University), and Muise, Amy (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: D09909
Notes:
Presentation at the Association of Communication Excellence (ACE) conference during the Agricultural Media Summit, Scottsdale, Arizona, August 4-8, 2018. 21 pages. PowerPoint.
Brady, Michael (author), Chouinard, Hayley (author), and Wandschneider, Philip (author)
Format:
Paper
Publication Date:
2017-07
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09872
Notes:
Under author copyright., Paper presented at the Agricultural and Applied Economics Association annual meeting in Chicago, Illinois, July 30-August 1, 2017. 17 pages.
