Abstract

Media summary

Key words

Introduction

The Rural Extension Centre (REC) was set up in 1993 as a joint initiative between the Queensland Department of Primary Industries (QDPI) and The University of Queensland (UQ). It is now the Centre for Regional and Rural Innovation – Queensland (CRRI-Q) and still has its headquarters at the Gatton Campus of UQ.

One of the primary tasks for CRRI-Q is to still provide a focus for training in extension skills for practicing extension professionals, through the accredited training programs conducted under the auspices of the University of Queensland.

The education and training philosophy of the courses is that of adult learning (Knowles 1999) where adults are self-directed to learn what is relevant to them, their needs or their work situation. Action learning (McGill & Beaty 1986) is also a fundamental “driving process” for the courses. Thus the objective of the courses/subjects is to encourage participants to use this philosophy and process as a conscious learning method which they can model in their professional role in their workplace.

In order to deliver education and training in a manner that meets these adult needs, CRRI-Q has based all courses and subjects on the action learning cycle (Kolb 1984, Revans 1982) and adult learning principles (Knowles 1999, Race 2000, Malouf 1993, Fell 1997).

Learning theories for training and extension

CRRI-Q is an organisation that covers three of four pathways for adult education and training, namely: educational institutions set up primarily for adults, non-educational organisations that teach adults as a by-product of their own main activity and independent adult learning conducted by individuals interested in particular topics using resources to hand (Burns 1995).

The course stems from an androgogical approach where this is defined as “the science of teaching adults” (Knowles 1990). As a practicing agricultural extension officer the author saw the value in the adult learning theories of Knowles (1986) and Rogers (1973) and developed a set of adult learning principles that he felt could be applied to agricultural and natural resource management extension work. The application of the principles of adult learning and action learning to extension work should improve the ways in which these services are delivered to clients. The REC developed training courses based on these principles and helped extensionists put these into practice with their farmer clients through the vehicle of a learning project.

Fell (1986 & 1996) developed his adult learning principles based on the work of Knowles (1972) and Rogers (1973). They are similar to those of Malouf (1993) but are aimed at application in the agricultural field rather than education. These were then used to plan the course and are intrinsic to its delivery. Fell’s seven principles are grouped below and one from Malouf (1994) which is also felt to be a key element in training for extension practitioners.

Principle one: Build on local experience; use the knowledge within the group/individual.

Adults come to educational or training activities for a variety of reasons. What they bring with them is a wealth of experience that is there to be built on and used in the particular activity (Malouf 1993, Knowles 1990 and Rogers 1973). It is important to tap into this experience, to see what they already know and to then develop the material that you have from this base.

Principle two: Make the learning environment comfortable and encouraging.

When adults are faced with a new (learning) experience they are often anxious about their own perceived deficiencies and about showing this in public (Rogers 1973). Any learning experience should be structured to take these feelings into account. It is important therefore to create an environment that is comfortable and drawing out their experience is one starting point.

Principle three: Ensure that the learning activity meets the needs and relates to the problems of the client group.

An important aspect to remember in any learning activity is that adults feel a need to learn (Malouf 1993, Knowles 1999) and they usually have problems or issues that they are concerned about. Thus they come into activities looking for answers to their concerns. The learning therefore needs to have practical pay off for the adults who are at the learning experience. The activity has to be relevant to these needs and to ensure this involve them in planning.

Principle four: Involve the audience in planning their own learning experience.

Involvement and participation in the learning process is also important for adults; activities need to be designed that cater for the four learning styles (Honey & Mumford 1986). The action learning process provides a basic framework for involving people and ensuring participation.

Principle five: Activities need to actively involve people, be stimulating and participatory.

Adults come to these learning experiences wanting to learn, so we must make it possible for them to do so. Activities should therefore challenge and stimulate the individual in the learning process. It is also necessary to ensure that all four learning styles; pragmatist, activist, theorist and reflector are covered by exercises, activity, reflective practice and planning.

Principle six: Allow time for people to reflect on what they are learning, take difficult subjects slowly and always be open to questioning.

Reflection on what is being learnt is a key element when using adult learning principles – people need time to think about what they are learning and what it means to them and/or their work. The time for reflection needs to be deliberately set aside in the schedule.

Principle seven: Build group and individual confidence by letting them know they are right, building a confidence that they are making progress towards their learning goals.

All people need to feel they are making progress in their learning – for example, see the student who wants to have their marks for n assignment as quickly as possible. It is possible to let people know they are making progress by rewarding “success”. Praise the individual or group when they do things right – take more time to do this that to correct their mistakes.

Principle eight: Learning must involve effective two-way communication

It is difficult to undertake any learning if there isn’t two-way communication. Dialogue between trainer and participant, between participants themselves and then between participant and client is inherent in the learning process. This must be central to the training or learning experience.

Practical examples of the way that adult learning principles have been used in learning project/extension activities. The course and in particular the Adult Learning in Regional Development subject was, and is, developed using adult learning theory and practice and reflects a good learning experience for the majority of participants who attend the subject. Some examples of the practical ways that adult learning principles are used and the evaluation of that use are presented below

Liz Alexander (2005 ALRD report)

Liz Alexander was faced with a very difficult assignment – a CHRRUP (Central Highlands Regional Resources Use Planning) Board meeting that needed to evaluate, prioritise and find consensus on funding on many project proposals of differing length, cost and land usage. The key challenge in this process was to present a large amount of detailed technical information to the CHRRUP Board in a way that:

• Facilitated individual understanding
• Engendered group participation
• Supported consensus decision making
• Provided rigour to their corporate governance and
• Gave confidence to members to share the information with their sectors.

On individual reflection she felt that the meeting had met principles 1-7 in all cases except ALP 4, where it was felt that involvement in planning was not entirely possible in the circumstances. Information from the evaluation/review process by the Board Members supported this proposition.

As can be seen from Table 2 the evaluation scores for ALP were all above 4.0. These scores were generated from the replies of the Board Members using the evaluation tool – all ALP had been met with ratings in the Good to nearly Excellent range (4.0 – 4.6). Thus the meeting had met all the ALP and this had markedly contributed to the success of the meeting in the opinion of the Board members.

Lake Bolac Field day (Youman 2005 ALRD report)

Kristy Youman (2004) used the evaluation tool as one process to evaluate a field day held at Lake Bolac. The field day was on the limitations of sub-soils on agricultural productivity. The whole field day was planned and conducted using adult learning principles and action learning cycles.

The self-evaluation was completed by people who had helped to organise and who had attended the field day. Average ALP scores were developed – see Table 2.

“The average ALP score from the field day was 3.74. This score clearly illustrates that ALP use needs to be improved” (for any future field day presumably).

On closer examination ALP 1, 2, 5, and 15 were well met, while 3, 11 and 14 need improvement. In the field day situation she concludes that the evaluation tool would be used again and that ALP need to be fully incorporated into any future field day. It is also clear that most of the adult learning principles were used at this field day.

Susan Maas (2005 ALRD report)

In her learning project Susan Maas (2005) modified the evaluation tool to examine how well the adult learning principles and action learning cycle was used in courses at James Cook University and at a Townsville High School. She also examined her target audience in terms of their learning style (Honey & Mumford 1986).

Table 2 Results from 4 evaluations of adult learning principles use in extension activity

	CHHRUP	Lake Bolac	JCU 1	JCU 2	THS
1. Activity had a comfortable environment	4.6	4.5	4.4	4.3	3.0
2. Acknowledged and used experience within the group	4.4	4.5	3.5	3.5	3.0
3. Addressed real needs or problems of those who were there	4.1	4.1	4.5	4.8	3.5
4. Planned with the help of people who were participating	4.6	3.5	3.0	3.5	3.5
5. Involved people, participatory and stimulating	4.2	4.0	2.0	3.0	1.5
6. Initial anxieties were addressed and relieved	4.3	3.13	N/A	N/A	N/A
7. Easy to ask questions, good discussion & two-way communication	4.4	3.8	4.4	4.0	3.0
8. Goals were clear & group was made aware of progress made	4.0	3.67	4.5	3.0	2.0
9. Some action followed as a result of the activity	4.3	3.0	N/A	N/A	N/A
10. Group was more confident in what they were doing after the activity	4.3	4.25	N/A	N/A	N/A
Activist - Act	N/A	N/A	2.6	4.3	1.5
Theorist – Generalise/Conclude	N/A	N/A	3.5	2.5	2.5
Reflector – Reflect/Observe	N/A	N/A	2.5	4.0	4.0
Pragmatist - Plan	N/A	N/A	3.3	4.0	3.5

NB The ALP have been abbreviated for this table

In her assessment the first JCU course met all of the ALP and had a positive action learning process built into it. A second course followed a more traditional structure – “there is a large proportion of theory taught in a ‘teacher-teaching’ type of situation”. This course did not appear to cater for different learning styles or adult learning principles.

The assessment of the Year 9 programme structure – 5 compulsory subjects and two elective subjects each semester – by the students revealed that most of the adult learning principles were catered for, see table 2. She was able to clearly demonstrate that the evaluation tool (even though modified) was a useful way of examining different learning experiences in terms of adult learning principles.

Summary of the use of ALP in extension activities

These real examples of adult learning in action have shown through the use of the evaluation tool and other reflection and review processes that ALP are central to the delivery of good extension activities and learning experiences. They also reflect the way that ALPs have been used directly in extension activities by the participants of the accredited training course conducted for UQ by CRRI-Q.

References

Alexander, E (2005) Using adult learning process to develop and evaluate presentation of a catchment plan to a community natural resource management board: Central Highlands Regional Resources Use Planning (CHHRUP) Cooperative case study.

Report to CRRI-Q - Adult Learning for Regional Development subject.

Burns R (1995) The Adult Learner at Work. Business & Professional Publishing, Sydney.

Fell R F (1986) Extension Is Adult Education. Extension and Communication Skills Workshop Course Manual. Queensland Department of Primary Industries, Brisbane.

Fell R F (1986) The Adult Education Approach to Agricultural Extension. Extension and Communication Skills Course Manual. QDPI, Brisbane.

Fell R F (1996) Application of learning theory to extension. IPM Tools for Implementation Course Manual. Cooperative Research Centre for Tropical Pest Management, University of Queensland, Brisbane.

Fell R F (1997) Qualitative Evaluation of the Certificate in Extension. Dissertation for Masters in Education (Training and Development), Southern Cross University, Lismore

Fell, R F (1999) Adult learning and action learning – a real workplace leaning approach, The Journal of Agricultural Education and Extension, No 1, Rural Extension Centre, University of Queensland.

Fell, R.F. (2001) Practical applications of Adult Learning and Action Learning in an agricultural setting. PLA Notes: participatory action and learning. International Institute for Environment and Development, 3 Endsleigh Street, London.

Honey P, Mumford A (1986) The Learning Styles Manual. Honey Press, Maidenhead, UK.

Knowles M S (1972, 1990 & 1999) The Adult Learner: A neglected species. Gulf Publishing Company, Houston.

Kolb D A (1984) Experiential Learning as a Source of Learning and Development. Prentice Hall, Eaglewood Cliffs.

Maas, S (2005) Adult learning principles for the “almost” adult. Report to CRRI-Q - Adult Learning for Regional Development subject.

Malouf D (1993) How to teach adults in a fun and exciting way. Business & Professional Publishing, Sydney.

McGill I, Beaty E (1992) What is action learning and how does it work? Action Learning: a practitioner’s guide. Kogan Page, London.

Revans R (1980) Action Learning. Blond & Briggs, London.

Rogers J (1973) Adult Learning. Penguin, London.

Youman K (2004) Using the evaluation tool to check on the use of adult learning theory. Report to CRRI-Q - Adult Learning for Regional Development subject.