Structural aspects of on-farm demonstrations: key considerations in the planning and design process

Research on the adoption and diffusion of innovations has consistently confirmed that one of farmers’ most commonly cited sources of information and ideas is other farmers. Demonstrations concern the practical exhibition (and explanation) of how something works and have for long been one of the most important extension techniques. On-farm demonstrations facilitate an effective learning situation for farmers to “See the crops themselves”, “interact with the scientists and extension workers on the field”, and “get doubts clarified themselves”. In the literature concerning on-farm demonstrations, a wide range of structural characteristics are described. These differ according to the actors/networks involved and their roles, the audience/ attendees, the network structure and its characteristics, resources, finances and incentives, and characteristics related to the farm (geographic location, accessibility, etc.). The current paper will elaborate on such structural characteristics and will thus contribute to building a provisional model of the linkages between rationale (goals, objectives, topics), structural factors, functions and results (output, outcomes and impact)

Enabling learning in demonstration farms: a literature review

Demonstration farms have a long tradition and have proved to be an effective means of supporting farmers in problem solving at the farm level. The new demands of complex and uncertain agricultural systems call for a renewed understanding of the approaches used and the concepts that underpin them, in particular those relating to farmer learning in the demonstration. A multi-faceted demonstration ‘learning system’ creates different contexts or conditions that enable learning. Of these contexts and conditions, structural and functional characteristics provide a good framework for analysis. This review paper aims to identify the key functional characteristics that enable learning in demonstrations. The paper provides a narrative review which presents, and builds on, the state of the art with respect to the main topic – enabling learning in demonstration farms. It draws on a wide body of literature, firstly with respect to theoretical insights into different forms of learning (single and double loop) and social learning processes, and secondly with respect to the factors that enable learning at programme level (e.g. strategies and approaches) and at farm and event level (e.g. mediation techniques). In doing this, it provides the building blocks for analysing the functional characteristics relevant to enabling learning in demonstrations. It concludes by drawing out the links between the demonstration objective, the functional characteristics and different forms and processes of learning. This work is taken from work in the EU H2020 project AgriDemo-F2F project and complements two other papers in this Special issue which examine the structural enabling environment and the cognitive processes of farm level peer-peer learning. An increased understanding of how learning through demonstration can be enabled in an increasingly complex context will help to develop institutions and programmes that aim to foster innovation in sustainable agriculture

A conceptual framework to investigate the role of peer learning processes at on-farm demonstrations in the light of sustainable agriculture

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection

Enabling learning in demonstration farms: a literature review

Demonstration farms have a long tradition and have proved to be an effective means of supporting farmers in problem solving at the farm level. The new demands of complex and uncertain agricultural systems call for a renewed understanding of the approaches used and the concepts that underpin them, in particular those relating to farmer learning in the demonstration. A multi-faceted demonstration ‘learning system’ creates different contexts or conditions that enable learning. Of these contexts and conditions, structural and functional characteristics provide a good framework for analysis. This review paper aims to identify the key functional characteristics that enable learning in demonstrations. The paper provides a narrative review which presents, and builds on, the state of the art with respect to the main topic – enabling learning in demonstration farms. It draws on a wide body of literature, firstly with respect to theoretical insights into different forms of learning (single and double loop) and social learning processes, and secondly with respect to the factors that enable learning at programme level (e.g. strategies and approaches) and at farm and event level (e.g. mediation techniques). In doing this, it provides the building blocks for analysing the functional characteristics relevant to enabling learning in demonstrations. It concludes by drawing out the links between the demonstration objective, the functional characteristics and different forms and processes of learning. This work is taken from work in the EU H2020 project AgriDemo-F2F project and complements two other papers in this Special issue which examine the structural enabling environment and the cognitive processes of farm level peer-peer learning. An increased understanding of how learning through demonstration can be enabled in an increasingly complex context will help to develop institutions and programmes that aim to foster innovation in sustainable agriculture

The Use of Video to Evaluate On-Farm Demonstrations as a Tactile Space for Learning

Tactile spaces as learning environments influence individuals’ attitudes through social embeddedness or interconnections among people, and physical embodiedness through experiencing surroundings, potentially fostering deep commitments. When on-farm demonstrations operate as tactile spaces, they could potentially support the adoption of innovative agricultural practices. In this article, we introduce video analysis as a methodological approach to evaluate this potential of on-farm demonstration (OFD) as tactile spaces. We reflect upon this methodology with a lens on three Belgian on-farm demonstrations, each on a different topic with a different participant group, all including farmers. As a first result, this method assists in defining strengths and weaknesses of an OFD in terms of using its potential as a rich learning environment. Based on our cases, we suggest deliberately incorporating physical interaction opportunities and verbal references to the surroundings during OFDs, as our data reveals that physical embodiedness opportunities stimulate verbal and physical interactions. However, more research should confirm this. Secondly, our research resulted in lessons learned for future use of video to evaluate OFDs as tactile spaces, building on the VDA methodological framework of Nassauer and Legewie (2018). We summarise our insights in methodological guidelines, which can serve as a starting point to guide future research.status: Published onlin

Interactive knowledge creation during on-farm demonstrations to learn about sustainable agriculture

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A conceptual framework to investigate the role of peer learning processes at on-farm demonstrations in the light of sustainable agriculture.

Peer-to-peer approaches seem promising in enhancing sustainable agricultural systems. However, the kind of learning processes that underlie peer learning approaches have not been sufficiently studied in farmer-to-farmer settings. To answer the question how peer learning processes can foster farmer learning for sustainable agriculture, we will develop empirical research tools that can give us more insight into these processes as currently occurring in on-farm demonstration settings. In this explorative paper, we explore the common ground on how to design an integrative framework of effective farmer-to-farmer learning processes at on-farm demonstrations in the light of sustainable agriculture. During the in-depth literature search, we focussed on three main subfields in scientific literature addressing effective learning processes: peer assisted learning (PAL) process model, adult learning theory and education for sustainable development (ESD). We link effective learning processes supported by these three subfields with findings from previous research on farmer-to-farmer practices. The comparison of the three subfields led to a conceptual framework with core interacting effective learning processes defined as engagement, interactive knowledge creation and initiated communication, fostering cognitive conflict and critical reflection.status: Published onlin