This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally

Deen, Mary Katherine Y.

Scanga, Lauren Hrncirik

Smith, Suzanne R.

Wright, Kevin

English

Clemson University: TigerPrints

Journal of Extension Volume 56 Number 5 Article 14 9-1-2018 Zoom Around the World: Using Videoconferencing Technology for International Trainings Lauren Hrncirik Scanga Washinton State University Mary Katherine Y. Deen Washinton State University Suzanne R. Smith Washinton State University Kevin Wright Washinton State University Recommended Citation Scanga, L. H., Deen, M. Y., Smith, S. R., & Wright, K. (2018). Zoom Around the World: Using Videoconferencing Technology for International Trainings. Journal of Extension, 56(5). Retrieved from https://tigerprints.clemson.edu/joe/vol56/iss5/14 This Ideas at Work is brought to you for free and open access by TigerPrints. It has been accepted for inclusion in Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. September 2018Volume 56Number 5Article # 5IAW1Ideas at WorkZoom Around the World: Using Videoconferencing Technology forInternational TrainingsAbstractThis article describes an innovative model of educational programming used by our team of U.S. Extensioneducators for an international development project in Burundi, Africa. Our team designed a model to provideongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-yearperiod, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data andthe literature, we present key principles for using distance technology in international development projects. Giventhe current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension toremain engaged internationally.Keywords: international development, videoconferencing, professional development, school gardens, Africa   IntroductionFor years, Extension educators have traveled to other countries to assist in international development projectsand to train others in new skills (Glenn & Wingenbach, 2015; Kock, 2010; Lockett, Moore, & Wingenbach, 2014).Traveling to a new country to teach and share knowledge with others can be an exciting way for Extensioneducators to develop valuable intercultural skills that benefit their daily roles. However, internationalopportunities are often limited, expensive, and time consuming, qualities that keep many from getting involved insuch endeavors (Harder, Lamm, & Vergot, 2010). Further, Extension educators may need to rely on localtranslators and may not be able to travel to countries that are deemed too dangerous. Distance technologypresents an opportunity for Extension educators to become engaged in international projects while minimizingthese challenges. In this article, we describe an innovative model of educational programming used by our teamof U.S. Extension educators for an international development project in Burundi, Africa, and we share strategiesSpecial Issue on Innovation 2018Lauren HrncirikScangaAssistant Professor, 4-H Youth DevelopmentRegional SpecialistWashington StateUniversity ExtensionMoses Lake,Washingtonlauren.scanga@gmail.comMary Katherine Y.DeenAssociate Professor,Human DevelopmentCultural Competencyand 4-H Youth andFamily DevelopmentWashington StateUniversityWenatchee,Washingtonmdeen@wsu.eduSuzanne R. SmithAssociate Professor,Human DevelopmentWashington StateUniversityVancouver,Washingtonsuzanne.smith@gsw.eduKevin WrightKing County ExtensionDirectorWashington StateUniversity ExtensionRenton, Washingtonwrightkc@wsu.edufor how videoconferencing technology such as Zoom can successfully support Extension's sustainable involvementin international development.BackgroundLocated in the heart of Africa, Burundi is the second poorest country in the world (Headrick, 2016). Afterdevastation by a civil war that left families without homes or ways to feed their children, more than 81% ofBurundi's families live on less than $1.25 a day (United Nations International Children's Emergency Fund, 2013).Children go to school hungry and spend the day in classrooms with no electricity or running water, few supplies,and no lunch. On the basis of a needs assessment (Deen, Scanga, Wright, & Berahino, 2017), ourmultidisciplinary team of faculty, staff, and volunteers from Washington State University partnered with aBurundian nongovernmental organization (NGO) to design a 4-H program addressing food insecurity. Theprogram uses the U.S. Agency for International Development/U.S. Department of Agriculture Cultivating Learningwith School Gardens curriculum (Crave et al., 2009), which trains teachers how to use gardens as a classroomteaching tool (Smith, Wright, Hrncirik, & Deen, 2017).Review of the LiteratureDistance technology has been used successfully in national and international higher education (Ritzel, 2010; Rudd& Rudd, 2014), international health sciences (Alnemary, Wallace, Symon, & Barry, 2015), and disaster responsesocial work (Wyatt & Silver, 2015). One study demonstrated that groups participating in face-to-face andvideoconference trainings rated both the in-person and virtual experiences highly and that learning outcomeswere consistent across both delivery modes (Miller et al., 2008).ApplicationDue to political unrest, our team of U.S. Extension educators was unable to conduct in-person trainings forBurundian educators. Thus, we designed an alternative model for providing monthly hour-long professionaldevelopment trainings for Burundian NGO staff using Zoom, a videoconferencing platform (https://zoom.us) thatoffered the low-cost and user-friendly features that best fit our needs. The training model included short andrelevant theme-based lessons that incorporated experiential learning activities and were conducted in English.Figure 1 outlines the training agenda.Figure 1.Burundi 4-H Zoom Training Agenda TemplateIdeas at Work Zoom Around the World: Using Videoconferencing Technology for International Trainings JOE 56(5)©2018 Extension Journal Inc 1Over a 2-year period, educators conducted 18 trainings. After a year, one U.S. team member facilitated a virtualfocus group with U.S. and Burundian participants to gather feedback about the overall experience of participatingin the Zoom trainings. Open-ended questions included "What are the strengths of/challenges to the Zoomtrainings?" and "What would you like to keep doing/do differently?"Ideas at Work Zoom Around the World: Using Videoconferencing Technology for International Trainings JOE 56(5)©2018 Extension Journal Inc 2ResultsU.S. and Burundian participants in the Zoom trainings reported that the meeting format was easy to use, helpedeveryone remain engaged with the project, and allowed for ongoing, timely, and relevant professionaldevelopment. Participants reported that the trainings helped build relationships and increased cultural knowledgeand empathy for one another. Because the Burundian participants had regular opportunities to give updates onlife in their country and the status of the project, U.S. participants were better able to develop their culturalunderstanding of Burundian life and local needs (Ritzel, 2010; Wyatt & Silver, 2015).As a result of the Zoom trainings, Burundian NGO staff facilitated six 2-day teacher trainings reaching 25Burundian educators from four primary schools. School gardens have been successfully planted and harvested atthe four schools, and teachers now use the gardens and the Cultivating Learning with School Gardens curriculumto teach students about plant health, pests, and the environment. At the end of the school year, NGO staffconducted evaluations. Students and teachers reported learning about the importance of adding nutrients to thesoil using manure, the value of planting in rows, and the difference in plant watering needs. Teachers reportedthat students were taking produce home to share with their families and starting gardens at home.Recommendations and ConclusionOn the basis of the literature, Zoom participant feedback, and U.S. facilitator observations, we present thefollowing key principles for using distance technology in international development projects:Educators need to be aware of the participants' learning environments when designing trainings (Porcaro &Carrier, 2014) and of the participants' levels of comfort with technology (Miller et al., 2008). Participants musthave access to a computer and reliable Internet connections and must be trained in the technology used.Educators and participants must have a mutual language with which to communicate.Educators and participants must first establish trust and mutual objectives (Meyer, Bond-Barnard, Steyn, &Jordaan, 2016; Porcaro & Carrier, 2014).Educators and participants should have a general knowledge of cultural norms, should be continually aware ofcultural context, and should not impose their ways of doing things on each other (Wyatt & Silver, 2015).Educators need to be organized, purposeful, and consistent. They should consider time differences whenscheduling meetings; email the agenda, assignments, and Zoom link at least 2 weeks in advance; sendreminder emails; and develop a system of communicating between meetings (Porcaro & Carrier, 2014).Participant and program needs should determine the content of the training.Educators should incorporate processes that empower participants to take ownership of their learning(Zimmerman, 2000).Delivering ongoing professional development trainings to an international audience using videoconferencing hasmany benefits. Given the current economy and budget cuts in Extension, videoconferencing provides anopportunity for Extension to remain engaged internationally. Although in-person training remains key forIdeas at Work Zoom Around the World: Using Videoconferencing Technology for International Trainings JOE 56(5)©2018 Extension Journal Inc 3developing relationships, the cost is prohibitive to long-term involvement. Videoconferencing offers a sustainable,low-cost model and a symbiotic learning environment where all partners benefit from the cultural experience.ReferencesAlnemary, F. M., Wallace, M., Symon, J. B. G., & Barry, L. M. (2015). Using international videoconferencing toprovide staff training on functional behavioral assessment. Behavioral Interventions, 30(1), 73–86.doi:10.1002/bin.1403Crave, M., Syverud, T., Connelly, J., Danz-Hale, D., Doyle, M., Frigm, G., . . . Maurer, J. (2009). Cultivatinglearning with school gardens (4th ed.). Washington, DC: U.S. Department of Agriculture. Retrieved fromhttps://agricorps.org/school-garden-curriculum/Deen, M. K., Scanga, L. H., Wright, K., & Berahino, C. (2017). Empowering youth and communities through 4-Hschool gardening programs: Results of focus groups in Burundi, Africa. Journal of International Agricultural andExtension Education, 24(2), 122–136. doi:10.5191/jiaee.2017.24209Glenn, A., & Wingenbach, G. (2015). Effects of the Junior Master Gardener's (JMG) curriculum on Guatemalanstudents' knowledge gain and attitude toward science. Journal of International Agricultural and ExtensionEducation, 21(2), 62–73. doi:10.5191/jiaee.2015.22205Harder, A., Lamm, A., & Vergot, P. (2010). Explore your world: Professional development in an internationalcontext. Journal of Extension, 48(2), Article 2FEA3. Available at: https://www.joe.org/joe/2010april/a3.phpHeadrick, P. K. (2016). Top 10 poorest countries in the world. The countries: Information about all countries.Retrieved from http://www.thecountriesof.com/the-poorest-countries-in-the-world/Kock, T. K. (2010). Using an active learning approach (the 4-H model) to stimulate social change: Youth andcommunity development in the Republic of Kyrgyzstan. Journal of Youth Development, 5(2), Article100502PA003. https://doi.org/10.5195/jyd.2010.221Lockett, L., Moore, L., & Wingenbach, G. (2014). A global worldview among Extension professionals: A case studyof best practices for study abroad programs. Journal of Extension, 52(4), Article 4FEA3. Available at:https://joe.org/joe/2014august/a3.phpMeyer, I. P., Bond-Barnard, T. J., Steyn, H., & Jordaan, J. (2016). Exploring the use of computer-mediated videocommunication in engineering projects in South Africa. South African Journal of Industrial Engineering, 27(2),60–71. http://dx.doi.org/10.7166/27-2-1298Miller, P. A., Huijbregts, M., French, E., Taylor, D., Reinikka, K., Berezny, L., . . . Harvey, M. (2008).Videoconferencing a stroke assessment training workshop: Effectiveness, acceptability, and cost. Journal ofContinuing Education in the Health Professions, 28(4), 256–269. doi:10.1002/chp.192Porcaro, D., & Carrier, C. (2014). Ten guiding principles for designing online modules that involve internationalcollaborations. International Journal of Education and Development Using Information and CommunicationTechnology, 10(2), 142–150. Retrieved from http://ijedict.dec.uwi.edu/viewarticle.php?id=1755Ritzel, D. O. (2010). International videoconferencing: A reaction to Burke et al. American Journal of HealthEducation, 41(1), 62–64. Retrieved from http://www.shapeamerica.org/publications/journals/ajheIdeas at Work Zoom Around the World: Using Videoconferencing Technology for International Trainings JOE 56(5)©2018 Extension Journal Inc 4Rudd, D. P., II, & Rudd, D. P. (2014). The value of video in online instruction. Journal of Instructional Pedagogies,13, 1–7. Retrieved from http://www.aabri.com/jip.htmlSmith, S., Wright, K., Hrncirik, L., & Deen, M. K. (2017). Using the cultivating learning with school gardenscurriculum in Burundi, Africa. Journal of Extension, 55(4), Article 4TOT8. Available at:https://www.joe.org/joe/2017august/tt8.phpUnited Nations International Children's Emergency Fund. (2013). Burundi statistics. Retrieved fromhttps://www.unicef.org/infobycountry/burundi_statistics.htmlWyatt, J., & Silver, P. (2015). Cross-cultural crisis intervention training via videoconferencing. InternationalSocial Work, 58(5), 646–658. doi:10.1177/0020872815581062Zimmerman, M. (2000). Empowerment theory. In J. Rappaport & E. Seidman (Eds.), The handbook of communitypsychology (pp. 43–63). New York, NY: Kluwer Academic/Plenum.Zoumenou, V., Sigman-Grant, M., Coleman, G., Malekian, F., Zee, J. M., Fountain, B. J., & Marsh, A. (2015).Identifying best practices for an interactive webinar. Journal of Family & Consumer Sciences, 107(2), 62–69.Retrieved from http://www.aafcs.org/resources/publications-products/journal-consumer-sciencesCopyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property ofthe Journal. Single copies of articles may be reproduced in electronic or print form for use in educational ortraining activities. Inclusion of articles in other publications, electronic sources, or systematic large-scaledistribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.If you have difficulties viewing or printing this page, please contact JOE Technical SupportIdeas at Work Zoom Around the World: Using Videoconferencing Technology for International Trainings JOE 56(5)©2018 Extension Journal Inc 5

Zoom Around the World: Using Videoconferencing Technology for International Trainings

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Zoom Around the World: Using Videoconferencing Technology for International Trainings

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