On-line services and on-line field trips

The development of on-line advisory services and education

Today, everyone has an efficient small computer in their hand, with access to endless amounts of information. Learning has become mobile and everyone creates, consciously or unconsciously, their own personal learning environment. This is also the case for farmers, growers and their advisors. As a result, the advisor is no longer an omniscient expert, but a fellow traveller on the learning journey. At the same time, the farmer is no longer a passive recipient of knowledge, but an active part of the development of knowledge.

New tools for communication and interaction on distance are being developed at great speed today. This brings freedom and flexibility. At the same time, it can lead to uncertainty regarding how to navigate the information flow, how to help others navigate and which tools are best to use. The development of distance pedagogy shows that digital tools can support different types of learning, depending on how you choose to use them. The most important thing is therefore to use tools that have the best fit for the learner’s needs and on what you want to achieve. This is what should be evaluated.

The best of two worlds

Today, you need to be able to combine traditional advisory services with new digital tools. This is to combine the best of both worlds and create the greatest possible benefit for the farmer. That development journey has only just begun, but it is clear that the farmer’s expectations of both access to digital channels and their quality are constantly increasing. In advisory services, a large number of different methods and channels are used. Depending on the purpose, selected target group and subject content, the advisor / educator chooses the appropriate format.

Digital tools range from simple SMS reminders and smaller learning communities on social media (eg Facebook, WhatsApp, Messenger) to digital decision support tools through new forms of data collection, and digital seminars and on-line training. The majority of the information flow via newsletters and forecasts today also takes place digitally, so the written advice has already been digitized. The next step in this development is, among other things, to more strongly integrate digital tools in individual advisory services, use digital platforms to facilitate new learning communities, increase internationalization, and offer an expanded digital course offering.

Advisory services can be about raising awareness, changing attitudes and increasing knowledge, but also about contributing to changes in behaviour. In order to achieve behavioural change, the target group must reflect on their own behaviour (increased understanding), practice and receive support in doing the right thing (developing new skills), and consolidate a change by reflecting on lessons learned. It is about creating conditions for development at all these three levels (understanding, skills and attitudes). In evaluation you can measure changes in understanding, skills as well as attitudes.

Evaluate the whole planning process

The difference between planning a physical versus a digital effort is that the planning process becomes more important. One reason being that in a digital effort, the target group is largely left to sit by themselves without direct feedback. Therefore it is important not to make pedagogical choices based on old habits, the whole planning of the activity must be done differently. You can evaluate this by working through the core steps in the planning process (see figure, based on Bolstad, 2011). Each step could be evaluated as well as the outcomes for the participants.

FIGURE (see attached file)

Remember that the formats and tools used for digital activities can vary a lot, such as digital texts and guidelines, lectures (live or pre-produced), discussions (separate forum or live), virtual environments (such as Padlets or Mural), pods, videos, and self-directed learning by gaining access to links or learning platforms.

Questions to ask as an evaluator in relation to each step of the planning process.

Subject area

Is the chosen subject area relevant for the participants?

Is the level of preunderstanding taken into consideration?

Is the level of depth, regarding understanding, skill or suggested/used format/pedagogy relevant?

What are the frameworks and restrictions and have they been taken into consideration, f I legal aspects?

Target group

Who is the target group (homogenous/heterogeneous, etc)?

How do they work and what possibilities do they have to attend a digital activity?

What are the target group’s motivation to participate? Does the activity adapt to these motivations?

External motivation; are there any formal requirements to participate?

Inner motivation; what are their commitments and interests?

How does the target group's already digital (learning) environments look like? Does we know that before starting the work?

Aim and goals

Why should the subject be communicated? Does the target group agree on this?

Is the purpose to achieve some kind of certification, increased access, etc?

What were the aims in relation to increased interest, commitment, competence, skills, etc (individual level)?

What were the aims in relation to creating learning communities or networking (group level)?

Was the learning process as important as the goals? What really had impact for the participants?

Evaluate the whole planning process

The difference between planning a physical versus a digital effort is that the planning process becomes more important. One reason being that in a digital effort, the target group is largely left to sit by themselves without direct feedback. Therefore it is important not to make pedagogical choices based on old habits, the whole planning of the activity must be done differently. You can evaluate this by working through the core steps in the planning process (see figure, based on Bolstad, 2011). Each step could be evaluated as well as the outcomes for the participants.

FIGURE (see attached file)

Remember that the formats and tools used for digital activities can vary a lot, such as digital texts and guidelines, lectures (live or pre-produced), discussions (separate forum or live), virtual environments (such as Padlets or Mural), pods, videos, and self-directed learning by gaining access to links or learning platforms.

Questions to ask as an evaluator in relation to each step of the planning process.

Subject area

Is the chosen subject area relevant for the participants?

Is the level of preunderstanding taken into consideration?

Is the level of depth, regarding understanding, skill or suggested/used format/pedagogy relevant?

What are the frameworks and restrictions and have they been taken into consideration, f I legal aspects?

Target group

Who is the target group (homogenous/heterogeneous, etc)?

How do they work and what possibilities do they have to attend a digital activity?

What are the target group’s motivation to participate? Does the activity adapt to these motivations?

External motivation; are there any formal requirements to participate?

Inner motivation; what are their commitments and interests?

How does the target group's already digital (learning) environments look like? Does we know that before starting the work?

Aim and goals

Why should the subject be communicated? Does the target group agree on this?

Is the purpose to achieve some kind of certification, increased access, etc?

What were the aims in relation to increased interest, commitment, competence, skills, etc (individual level)?

What were the aims in relation to creating learning communities or networking (group level)?

Was the learning process as important as the goals? What really had impact for the participants?

Content

Was the content in line with the defined aim and goals?

Was the subject knowledge available and understandable?

In what form is the content presented and discussed?

Do the participants as well as the organiser having the right prerequisites?

Is the knowledge level ok?

Is there an ability to vary content based on the target group / groups?

Channels

How was the content suitable for individual and group processing?

(example one-way, interaction with the outside world or interaction with others in the activity)

Which method suited the target group best?

Which method suited the organiser / the teacher / advisor best?

(example expert, advisor or coach)

How did the relationship between participants start out and develop over time?

(example teacher/student, advisor/participant, learning colleagues, etc)

What methods are used to make sure that the aim and goals are achieved?

(example examination, participation, evaluation forms)

Tools

Are the following criteria for high quality realised and if so how?
Clear structure / red thread; Clear navigation; Clear sub-goals; Varied material; Varied tools implemented; Problematize; Concrete examples; Work in groups; Giving confirmation; Repetition; Supporting reflection

How is AGES achieved (Attention, Generation, Emotions, Spacing)?

What tools do the participants use during the activity and how are they facilitated?

Was the content in line with the defined aim and goals?

Was the subject knowledge available and understandable?

In what form is the content presented and discussed?

Do the participants as well as the organiser having the right prerequisites?

Is the knowledge level ok?

Is there an ability to vary content based on the target group / groups?

Channels

How was the content suitable for individual and group processing?

(example one-way, interaction with the outside world or interaction with others in the activity)

Which method suited the target group best?

Which method suited the organiser / the teacher / advisor best?

(example expert, advisor or coach)

How did the relationship between participants start out and develop over time?

(example teacher/student, advisor/participant, learning colleagues, etc)

What methods are used to make sure that the aim and goals are achieved?

(example examination, participation, evaluation forms)

Tools

Are the following criteria for high quality realised and if so how?
Clear structure / red thread; Clear navigation; Clear sub-goals; Varied material; Varied tools implemented; Problematize; Concrete examples; Work in groups; Giving confirmation; Repetition; Supporting reflection

How is AGES achieved (Attention, Generation, Emotions, Spacing)?

What tools do the participants use during the activity and how are they facilitated?