E learning for Agriculture and Rural Development
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E-learning shows promise for addressing knowledge needs in agriculture but faces challenges. It involves the electronic delivery of educational content like online lectures, demonstrations, readings and exercises. It allows flexible access to experts and information. Examples in agriculture include Open Academy for Philippine Agriculture, Cereal Knowledge Bank, and TARAhaat in India. However, barriers include lack of internet access in rural areas, difficulty developing content, and sustaining programs over time. Overall, e-learning has potential if these issues are addressed, but fully realizing its benefits will require efforts to close technology divides.
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E learning for Agriculture and Rural Development
- 1. E-Learning for Agriculturaln and rural Development
- 2. Outline • Background • Concept-dimensions, myths, advantages • Potential • Strategies/techniques • Examples in agriculture • Issues and challenges • conclusion
- 3. Food insecurity, poverty and malnutrition New technological innovations are more knowledge-intensive Diverse knowledge needs of a farmers how to make the required information and knowledge available to those who need it most.
- 4. Probably Information communication technology (ICT) promises the answer to this question E-learning is one of these technologies which can meet the knowledge needs
- 5. Concept of e-learning Basically e-learning refers to the electronic learning. e-learning is “the automation of the process of learning and training through the use of information technology” Robson (2002). online learning, web-based learning, virtual learning, and distributed learning,
- 6. Dimensions of e-Learning Content, audience goal analysis; methods and strategies. Infrastructure planning, hardware and software Page and site design, content design, navigation, and usability testing. Badrul Khan;( 2007)
- 7. Dimensions of e-Learning Assessment of learners and evaluation of the instruction and learning environment. Maintenance of learning environment and distribution of information. Badrul Khan;( 2007)
- 8. Dimensions of e-Learning Online support and resources required to foster meaningful learning environments. Social influence, cultural diversity, bias, learner diversity, and the legal issues. Administrative affairs, academic affairs and learner services related to e-learning Badrul Khan;( 2007)
- 9. E-Learning Myth’s 1. E-learning is all about technology; 2. E-learning is all about information; 3. E-learning is all about web based learning; and 4. E-learning is all about the interactions between the computer and learner.
- 10. Advantages of e-learning Access Location and time independent Increased and flexible interaction real-time access to subject matter experts Interactive and dynamic learning experience Increased learner control collaborative learning. reduced cost.
- 11. Potentials of E-Learning in agriculture Providing knowledge on technical know-how like new cultivation practices, diseases and pests and solutions to them etc. Updating extension workers through Training Providing information regarding, inputs, market, weather;
- 12. E - Learning Strategies for implementation
- 13. E- Lecture DESCRIPTION • Presentation of information by a qualified person. • Made up of linked hypertext, possibly supplemented with images, audio, video, or animations. Purpose • Convey information, facts, and reinforce concepts • Provide overview and set context for subsequent learning • Convey information not yet available in print
- 14. E- Lecture Strengths • Allows logical presentation of facts and information • Large amounts of material can be delivered to many learners • Learners can review e- lecture as often as needed Limitations • Tends to support one way communication • Tends to focus on lower levels of learning • Retention tends to be limited due to the learner's passive role • Learners don't receive immediate feedback on their understanding.
- 15. E - Demonstration Description • A presentation that illustrates a process or concept, or shows how to perform a procedure or skill. • It usually contains a visual component. Purpose • To explain skills, techniques, processes and abstract concepts. • To demonstrate procedures which are expensive for educators; • To demonstrate a concept that is difficult to visualize; • To demonstrate equipment or facilities that learners don’t easily have access to.
- 16. E - Demonstration Strengths • When well done, they can be easy to understand, and Learners can view the demo several times • Visual components can be dynamic, engaging, and practical Limitations • Difficult, time consuming and expensive to develop • Learners have a passive role unless the demonstration is matched with an action strategy allowing them to try the skill / technique
- 17. E-Readings Description • An online presentation of written material, selected by the instructor, possibly supplemented by other media. Purpose • convey information and provide in depth descriptions of topics and issues • familiarize learners with various perspectives and writers in a discipline • provide content when appropriate hard copy texts in the discipline don't exist • act as a basis or catalyst for other learning strategies
- 18. E-Readings Strengths • Offers learners a variety of sources of information from which to form ideas • Relatively easy to save offline, print, and copy and paste • Learners have more control over how they approach the content than with online lectures Limitations • Remote resources may disappear during the course • Not portable unless printed out • Increases learner costs for printing • Learners need to be taught how to interact with the material • Learners may have low speed access at home (not really a problem for text without images)
- 19. Virtual Field Trip Description • A simulated visit to a place that provides examples of a topic, artifact, or concept. Purpose • To replace real visits to places • To expose learners to several examples of a concept in an organized way
- 20. Strengths • Adds depth or breadth to a topic of study • Provides a context for learning • Motivates learners Limitations • Representation online may not be objective or complete • Can be time consuming to set up • Links on the field trip may not always work
- 21. Interactive Exercises and self assessment- feedback Tutorials Online discussions
- 22. Examples of use of e-learning in Agriculture
- 23. Open Academy for Philippine Agriculture (OPAPA) E-Learning Modules The K-Agrinet Rice Cyber Clinic Training Extension Workers Farmers’ Call Center- text messages to 0920 911 1398 Radio + Internet + SMS Access Provision eLearning Platform
- 24. Computer-Based Agricultural Extension System, Korea Three-tier model: database, business logic, and user interface. Use of hypermedia features. Synchronous services- video-conference through Net meeting and chatting application Asynchronous services- electronic bulletin board, file exchange, and VOD of lessons
- 25. Evaluation of user satisfaction In terms of quality of contents users were considerably satisfied - 3.64 highest satisfaction -‘construction of texts’- 3.74 ‘Quality of system’: 3.21 most satisfaction from the ‘search engine’ (3.51). ‘Relationship with manager’: 3.70 ‘manager attitude’ obtained the highest rating (4.00). 76 per cent of farmers were satisfied 59 per cent of farmers preferred integrated video on demand (VOD) and video-conferencing system satisfaction was related to the number of courses taken and gender,. Park et. al. (2005)
- 26. Improving professional capacities through e –learning- FAO Self-paced world wide e-learning programme started by FAO Information Management Resource Kit Food Security Information for Action The Right to Adequate Food Enhancing Participation in Codex Activities
- 28. Cereal Knowledge Bank January 2008 and is managed by IRRI and CIMMYT Is the world’s leading repository of extension and training materials related to cereal and cereal production. service to people working to improve the well-being of poor cereal farmers and consumers meant for farmers, students and those interested in agriculture
- 30. Virtual Academy for the Semi-Arid Tropics (VASAT) • Strategic coalition for info, comm and capacity building, • South Asia (SA) and West and Central Africa (WCA) • Links and mobilizes stakeholders for drought mitigation in the semi-arid tropics (SAT). • Education and support a critical mass of rural women and men by informing them about drought and desertification
- 31. Link rural farm communities with researchers, credible intermediaries and markets through an interface of ICT) and ODL. Host a virtual college of experts through web-based learning content management system and link them with various stakeholders.
- 33. Expert System on Wheat Crop Management
- 34. Karshaka Information Systems Services And Networking • Example of enhancing the efficiency and effectiveness of agriculture extension programmes, trade and dissemination of best practices. • Farmer centric integrated distributed Information System for agriculture
- 36. E-Krishok- Bangladesh Initiative of Grameen Phone how private sector can effectively distribute information Challenges- low farmer awareness, reliability of information, and obtaining real-time market prices.
- 37. TARAhaat- India Actually an e-business Also delivers education, information, services, and online market opportunities to rural consumers via the Internet and its Kendra outposts.
- 38. Issues and Challenges in e- learning in Asian Agriculture Gaps between trainers and designers- inability to bridge the technical divide Content Development
- 39. Challenges faced by trainers/instructors Lack of time and skills Lack of technical support Marketing for programs Maximizing returns on their investment in time and money
- 40. Challenges faced by students/farmers Internet penetration difficulty of allowing for hands-on learning.
- 41. INTERNET USERS & POPULATION STAT FOR ASIA Region Population( 2008 Est. ) % Pop. of World Internet Users, Latest Data Penetra tion (% Populat ion) % Usage of World Use Growth ( 2000- 2008 ) Asia 3,776,181,949 56.6 % 578,538,257 15.3 % 39.5 % 406.1 % ROW 2,899,938,339 43.4 % 885,094,104 30.5 % 60.5 % 258.8 % World Total 6,676,120,288 100.0 % 1,463,632,36 1 21.9 % 100.0 % 305.5 %
- 42. INTERNET USAGE in selected ASIAN Countries Countr y Intern et Users( 2000) Intern et Users( 2008) Penetr ation (% popl.) (%) Users in Asia Use Growt h (00-08) India 5,000, 000 60,000 ,000 5.2 % 10.4 % 1,100. 0 % Japan 47,080 ,000 94,000 ,000 73.8 % 16.2 % 99.7 % China 22,500 ,000 253,00 0,000 19.0 % 43.7 % 1,024. 4 % Pakista n 133,90 0 17,500 ,000 10.4 % 3.0 % 12,969 .5 %
- 44. Lack of technological infrastructure Sustainability
- 45. conclusion
Editor's Notes
- The pedagogical dimension of E-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, media analysis, design approach, organization and methods and strategies of e-learning environments. The technological dimension of the E-Learning Framework examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software. The interface design refers to the overall look and feel of e-learning programs. Interface design dimension encompasses page and site design, content design, navigation, and usability testing. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment. The management of e-learning refers to the maintenance of learning environment and distribution of information. The resource support dimension of the E-Learning Framework examines the online support and resources required to foster meaningful learning environments. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues. The institutional dimension is concerned with issues of administrative affairs, academic affairs and learner services related to e-learning.
- The pedagogical dimension of E-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, media analysis, design approach, organization and methods and strategies of e-learning environments. The technological dimension of the E-Learning Framework examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software. The interface design refers to the overall look and feel of e-learning programs. Interface design dimension encompasses page and site design, content design, navigation, and usability testing. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment. The management of e-learning refers to the maintenance of learning environment and distribution of information. The resource support dimension of the E-Learning Framework examines the online support and resources required to foster meaningful learning environments. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues. The institutional dimension is concerned with issues of administrative affairs, academic affairs and learner services related to e-learning.
- The pedagogical dimension of E-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, media analysis, design approach, organization and methods and strategies of e-learning environments. The technological dimension of the E-Learning Framework examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software. The interface design refers to the overall look and feel of e-learning programs. Interface design dimension encompasses page and site design, content design, navigation, and usability testing. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment. The management of e-learning refers to the maintenance of learning environment and distribution of information. The resource support dimension of the E-Learning Framework examines the online support and resources required to foster meaningful learning environments. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues. The institutional dimension is concerned with issues of administrative affairs, academic affairs and learner services related to e-learning.
- Not About Technology Before you become entranced with the gorgeous hardware and mesmerizing interactive multimedia displays of elearning, do be reminded that e-learning is NOT all about hardware, software, boxes and wires. For decades, educators, administrators and researchers have been lured into the fantasy that radio, television and videotapes are going to take over the human instructor. In 1922, Thomas Edison predicted that motion picture was likely to supplant the use of textbooks. As we now know, such optimistic predictions were shattered by subsequent media comparison studies that failed to prove that any one medium is superior to another. It depended on the context of how the media were used. Therefore, e-learning does not exist in isolation; it is interwoven with the rest of the media and human participants in the corporate environment. The success of e-learning in a corporation depends on the way e-learning is situated within that environment. If nothing significant changes in that environment save the introduction of elearning, few, if any, import effects can be expected. Elearning then, must be about the processes, NOT just the products. Not About Information Even if e-learning is considered as a process, it is easy and inaccurate to confine one’s perception of e-learning to giving employees greater access to more up-to-the millisecond information, faster and more conveniently. Elearning is NOT about disseminating information. Employees in the 21st century are already bombarded with too much information. With so much information available, corporations need people who can synthesize meaning from large bodies of diverse knowledge. Craig (1996, 2) warns, “information is not knowledge, knowledge is not wisdom, and wisdom is not foresight. Each grows out of each other, and we need them all.” Elearning then, must be about making possible successful knowledge management to leverage upon the intellectual capital of the entire corporation. Not About the Web Much too often, e-learning courses have been attempting to replace traditional learning and teaching media without much thought to their underlying pedagogical principles. For example, from textbooks to e-books, or from overhead transparencies to PowerPoint slides. The learning medium may have changed, but the methods employed in using these new innovations remain constant. Human beings have a tendency to maintain order and control in their lives that many will unconsciously alter innovations to fit into the existing ways of doing things. Therefore, e-learning is NOT just about web-based learning. Without considering the strengths and weaknesses of each medium, e-learning courses may adversely affect the learning experiences of the course participants. E-learning then, must be about harnessing the strengths and addressing the weaknesses of web-based learning to create a conducive learning environment. Not About Interaction with Computers Many e-learning courses have also over-emphasized the interactions between the computer and the learner. These interactivities are often seen as control over pace, choice of activities and sequences, and may not necessarily bring about learning. The learning of an individual is the outcome of the interactions with his/her community. This community consists of his/her colleagues, employers, clients, partners and other industrial stakeholders. The interactions with the community enable newcomers to become old-timers. However, the newcomers also bring with them their own set of experiences and expertise that contribute to the community’s repertoire of knowledge. Such interactions promote the creation of lifelong learners who collaborate with colleagues and other stakeholders within the e-learning context and across the globe to build and share knowledge. These interactions may be synchronous or asynchronous where employees and their learning communities can assemble virtually, across time and space, to engage in and extend the powerful dialogue of learning. E-learning then, must be about providing the interactions among the employees and their communities to develop the competitive advantage of the corporation.