Reaping the rewards of learning within agricultural knowledge systems: An account of a PhD learning system

Despite the existence and application of mandatory agri-environmental policy for many decades, significant environmental sustainability problems remain attributable to the agricultural sector. Participatory types of extension practices are believed to have a potential to enable extension organisations to enhance the supports provided to farmers to help meet the requirements and objectives of these policies. To test this proposition, the PhD researcher used a learning systems approach for exploring the interplay between farmer subjectivities, the European Union’s policy of cross compliance and the extension practices of Teagasc, the Irish Agriculture and Food Development Authority. Three learning sub-systems were employed in the investigation. The first used the principles of Participatory Action Research for revealing stakeholders’ perceptions of Teagasc’s cross compliance extension service. This process resulted in the attainment of rich insights about extension practices, however it also revealed that a significant number of farmers were experiencing socio-cultural difficulties with the application and enforcement of cross compliance. To better understand the implications of these subjectivities, a second sub-system was created to learn about farmers’ experiences of the policy. This process surfaced diverse insights about farmers’ personal experiences of cross compliance. A final sub-system employed systems thinking and practice for appraising the utility of the learning arising from the previous sub-systems for improving interactions between farmers, extension organisations and cross compliance. The combined findings of the thesis indicate that there is considerable potential for extension organisations to use participatory practices for developing rich understandings of farmers’ preferences for mandatory agri-environmental policy and its related extension practices. However, a limitation in realising participant preferences is that extension organisations appear to have little influence over the application and enforcement of mandatory agri-environmental policy. Overcoming this participatory barrier will require sustained collective learning targeted at understanding how stakeholders can work together to develop agri-environmental policies that are socially, financially and environmentally sustainable. This paper explores how this ‘sustained collective learning’ may be realised taking a specific account of the learnings developed within and following the completion of the PhD Learning System. The insights elucidated will be of interest to scholars and extension practitioners involved in similar learning endeavours

Students And Service Staff Learning And Researching Together On A College Campus

Describes the preliminary study of a service learning program at Swarthmore College that paired students and college service staff in learning partnerships and as researchers of the program. Three primary questions were answered: How does service within a college campus count as service learning? How was the program community-shaping as well as personally enriching for students and staff? What place does participatory research have in service learning projects

Identification of Hidden Failures in Process Control Systems Based on the HMG Method

We will continue here the research work, the goal of which was to introduce the notion of nondeterministic aggregation operators and study their properties, even in relation to classification systems and the associated learning problem. Here we will concentrate mostly on the notion of the nondeterministic aggregation system and its relation with deterministic ones. We will also see how such a model extends a discretized version of a model of participatory learning with an arousal background mechanism

Citizen Science in Disaster and Conflict Resilience

*Background/Question/Methods*

Within the disaster and conflict response communities, concern about lack of effectiveness of outside responses has led to a debate about the role of local people in developing the capacity to prepare for a crisis and to respond after calamity has struck. Pelling (2007) points out the potential for participatory disaster risk assessment to build local capacity and for generating knowledge that, along with more expert-driven data collection, is used to identify and reduce the risk of disaster. Similarly, Weinstein and Tidball (2007) and Tidball et al. (2008) present an alternative model for post-crisis intervention based on local assets, including ongoing attempts of communities to manage their natural resources. For example, these authors suggest that civic ecology (CE) practices, including community forestry, watershed enhancement, community agriculture and gardening, and other participatory environmental restoration initiatives that emerge from the actions of local residents (Tidball and Krasny 2007), should be examined and perhaps leveraged by outsiders for their ability to mitigate post-crisis situations. The question is, how might CE relate to citizen science in applications post-disaster or conflict?

*Results/Conclusions*

CE practices emerge through the actions of people wanting to manage a local resource, and integrate both learning through small-scale experimentation and observations (adaptive management) and collaborative or participatory processes (co-management). They can be considered as an emergent form of adaptive co-management (Ruitenbeek and Cartier 2001; Armitage, Plummer et al. 2009). The local knowledge of individuals who initiate the practices is critical, although often linkages are made with scientists from universities, government, and non-profit organizations, so multiple forms of knowledge are incorporated into the stewardship activities. This learning shortens feedback times between management actions, such as participatory approaches for planting trees, and seeing the impact of tree planting on local ecological and social systems. CE practices embody attributes that may foster resilience both prior to and post-crisis, including multiple forms of knowledge and governance, self-organization, adaptive learning, shorter feedbacks, and ecosystem services (Folke, S. Carpenter et al. 2002; Walker and Salt 2006). We demonstrate that similar to CE, citizen science could build capacity to mitigate disaster and conflict through shortening feedbacks and through making available multiple forms of knowledge and data collection. Further, given the need for asset-based and participatory interventions post-crisis, and the paucity of existing mechanisms that address this need (Weinstein and Tidball 2007), we examine citizen science and its potential to become part of a tool kit of participatory responses that engage citizens in meaningful activity post-conflict

Establishing user requirements for a mobile learning environment

This paper presents the rationale, challenges, successes and results of activities to establish the requirements for a mobile learning environment. The effort is part of a European-funded research and development project investigating context-sensitive approaches to informal, problem-based and workplace learning by using key advances in mobile technologies. The techniques used include user observation, participatory design workshops and questionnaires. Analytic techniques include UML and the Volere shell and template

Participatory Transformations

Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. Conversation, participation and community have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards, wikis, blogs, social software and repositories, devices such as laptops, cell phones and digital cameras, and infrastructures of internet connection, telephone, wireless and broadband. This chapter discusses the impact of emergent, participatory trends on education. In learning and teaching participatory trends harbinge a radical transformation in who learns from whom, where, under what circumstances, and for what and whose purpose. They bring changes in where we find information, who we learn from, how learning progresses, and how we contribute to our learning and the learning of others. These trends indicate a transformation to "ubiquitous learning" ??? a continuous anytime, anywhere, anyone contribution and retrieval of learning materials and advice on and through the Internet and its technologies, niches and social spaces.not peer reviewe

A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts

A learning community two years on: reflecting on successes and framing futures

This paper reports the results of a participatory action research (PAR) evaluation conducted with the members of the Granite Belt Learners Group in their rural 'learning community' in South East Queensland, and presents an action research and evaluation framework to guide the community on the next stage of its journey