Systems thinking and practices in the education of agriculturalists

Bawden, Richard J; Macadam, Robert D.; Packham, Roger J.; Valentine, Ian

doi:10.1016/0308-521x(84)90074-x

Cited by 102 publications

(42 citation statements)

References 7 publications

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“…Thus, both the 'trialability' of the farmlet comparisons and the 'observability' of results from the three quite different management systems (Pannell et al 2006), were key factors in facilitating adoption of these complex technologies. The farming systems approach adopted here is consistent with the recommendation from Bawden et al (1984) that the investigation of problems as systems is a superior method of developing an understanding of complex agricultural issues by students.…”

Section: Learningsupporting

confidence: 59%

Delivering extension and adult learning outcomes from the Cicerone Project by ‘comparing, measuring, learning and adopting'

Edwards

Gaden²,

Marchant

et al. 2013

Anim. Prod. Sci.

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Abstract. The Cicerone Project was a partnership between livestock producers, researchers and extension specialists on the Northern Tablelands of New South Wales, Australia that investigated several complex grazing enterprise issues between 1998 and 2006. It was conducted as a Participatory Action Research project, which first surveyed livestock producers to learn of their problems and then carried out investigations according to the Project's chosen motto of 'compare -measure -learn -adopt'. The Project included research into footrot diagnosis and an investigation of whole-farmlet livestock and pasture management systems complemented by a multi-faceted extension and education component, which delivered findings to a wide array of stakeholders across the Northern Tablelands and adjacent regions. This paper describes the extension and education methods and outcomes and reflects on how successful the engagement of livestock producers was through a partnership, which focussed on co-learning by all participants. Several different communication approaches were used including the production of 40 newsletters and the delivery of 61 field days. Collaborators also held two symposia, which presented comprehensive overviews of the research results. In the final year of the Project, a roadshow was held to communicate results to a wider audience in neighbouring districts.The results of the two footrot trials, which were conducted as Participatory Action Research projects, led to rapid and substantial changes in the testing regime for virulent footrot, resulting in large savings for livestock producers through more accurate detection of the disease. Other valued extension and industry outcomes were the ability to compare the biophysical and economic performance of different whole farmlets, an appreciation of the value of the whole-farm system approach, the trustworthiness of the results and the stimulation of livestock producers to think more deeply about their management systems, stocking rate and risk.The Project benefited from the research efforts of four postgraduate students and was of benefit to~300 high school and technical college students and also some 500 university undergraduate students who undertook learning projects in conjunction with Project members and collaborators. This Special Issue of 24 journal papers represents a substantial delivery of the findings from this complex agroecosystem Project, which broke new ground in terms of securing much closer working relationships between livestock producers, scientists and extension specialists. Ultimately, this volume will allow extension of the results of the Cicerone Project to reach a wider audience than has typically been achieved through other Participatory Action Research projects.

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Section: Learningsupporting

confidence: 59%

Delivering extension and adult learning outcomes from the Cicerone Project by ‘comparing, measuring, learning and adopting'

Edwards

Gaden²,

Marchant

et al. 2013

Anim. Prod. Sci.

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“…Dillon 1976) explored agricultural systems, both in research and teaching, at the University of New England. Later, Bawden et al (1984) described the experiential learning concepts developed at the University of Western Sydney in which students were encouraged to learn about the whole-farming system before exploring more fundamental, 'reductionist' components of technologies.…”

Section: Discussionmentioning

confidence: 99%

Creating the Cicerone Project: seeking closer engagement between livestock producers, research and extension

Sutherland¹,

Scott

Gray

et al. 2013

Anim. Prod. Sci.

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Abstract.A unique project led by livestock producers, called the Cicerone Project, was undertaken on the Northern Tablelands region of New South Wales, Australia, following acknowledgement by those producers of a widening gap between them and research and extension information. The overall aim of the project was to co-learn, through a partnership between livestock producers, research, extension and other specialists, how to improve the profitability and sustainability of grazing enterprises in that region. It was hypothesised that closer engagement would help to guide relevant research efforts and also enhance the adoption of research findings. With the support of industry funding and the collaboration of key research, education and extension partners, the inaugural steering committee of the Cicerone Project commissioned a survey of over 300 land managers in the region to explore their research and adoption needs. The survey identified the most important issues and found a high level of commitment to the formation of this producer-led project. Negotiations between all collaborators led to the creation of a Business Plan prepared as the basis for an initial funding period of 5 years. Subsequent reviews of the project allowed for extensions with associated activities over an additional 4 years. In order to study the key farm management alternatives identified from the producer survey, the Cicerone Project Board decided to adopt an agricultural ecosystem approach which conducted studies using three whole-farmlet systems. The farmlet experiment compared three contiguous farmlets by measuring as many aspects of the farm systems as possible using an approach summarised in the motto adopted by the Cicerone Project of 'compare-measure-learn-adopt'. A wide range of field days and seminars were held over the duration of the project to deliver the results to the producer members. This paper provides an introduction to a Special Issue containing 24 papers which report on the entirety of the project from planning, to execution, results, and reflections on the value obtained from the many research and extension activities, with particular emphasis on the farming systems trial conducted between 2000 and 2006.

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“…The Hawkesbury campus at the University of Western Sydney (UWS) has an extensive history in agricultural teaching [1,2]. Formerly known as the Hawkesbury Agricultural College, the agricultural educational institution was established in 1891, and was the first of its kind in New South Wales, Australia.…”

Section: Introductionmentioning

confidence: 99%

Development of online learning activities to enhance student knowledge of animal behaviour prior to engaging in live animal handling practical sessions

Old

Spencer²

2011

OJAS

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Learning activities were developed to increase the awareness of animal behaviour among first year students enrolled in animal-associated degrees prior to students engaging in hands-on live animal practical sessions. Learning activities were developed in an easy to use collegial online environment and to encourage student engagement in learning activities. One hundred and one students were given a preliminary and post learning activity survey to assess their initial knowledge and experience of animal behaviour, as well as to determine if the learning activities increased the students' knowledge of animal behaviour after engaging in the learning activities. Of the students surveyed, most currently owned pets or have had pets (91.1%), some had animal-related qualifications (22.8%) and currently worked in an animal-related position (24.8%). There was a significant difference (70.3% increase) in student responses after engaging in the learning activities with the major change occurring in the students' understanding of the term 'ethology', regardless of the level of qualifications or animal-related career experience. In addition, after engaging in the learning activities, most students believed that they could better articulate and interpret animal behaviors based on their observations. Overall, the inclusion of learning activities successfully increased the ability of students to understand behavioral traits of animals, which will increase safety in live animal practical sessions. The learning activities also encouraged a collegial learning environment that enhanced new knowledge construction amongst the students.

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Systems thinking and practices in the education of agriculturalists

Cited by 102 publications

References 7 publications

Delivering extension and adult learning outcomes from the Cicerone Project by ‘comparing, measuring, learning and adopting'

Delivering extension and adult learning outcomes from the Cicerone Project by ‘comparing, measuring, learning and adopting'

Creating the Cicerone Project: seeking closer engagement between livestock producers, research and extension

Development of online learning activities to enhance student knowledge of animal behaviour prior to engaging in live animal handling practical sessions

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