Driving Farm Innovation through Knowledge Transfer

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A Study of Communication Methods for Teagasc to Engage with Agricultural College Graduates from Graduation to Farm Ownership John W Kelly¹ Padraig Wims² Kevin Connolly³ 1.Teagasc Ballyhaise Agricultural College ,Co. Cavan. 2.School of Agriculture and Food Science UCD, Belfield, Dublin 4. 3.Teagasc Coolshannagh, Co. Monaghan. 1. Background / Context • Currently no existing method for Teagasc to keep in contact with Agricultural College Graduates. • It is important that Teagasc maintain contact with them until they assume management of their home farms. 2. Objectives Population 3. Methodology 1. Identify what communication methods agricultural graduates would like from an extension organisation. 2. Assess and identify the characteristics of recent agricultural college graduates and their experience of agricultural college. 3. Develop and evaluate methods of communication for agricultural advisors to engage with agricultural college graduates. 4. Evaluate contact between a Teagasc advisor and existing agricultural college students. All Level 6 Ag College graduates since 2008 Sample Graduates from Ballyhaise Agricultural College since 2008 (n=464) Research Methods • A postal survey Ballyhaise Agricultural College graduates since 2008 (n=464) • Identified methods of communication to be used between graduates and Teagasc advisors. • Methods piloted with sample and evaluated to identify the most successful methods. • Evaluations of contact between students and advisors by a farm walk and guest lecture. 4. Findings Survey of Ballyhaise Graduates (n=166) • 82% wanted to receive updates about the College farm • 60% of respondents were users of Facebook. • 77% wanted to engage with Teagasc Identified Methods of Communication • Monthly newsletter from Ballyhaise College • Text message updates to graduates about Ballyhaise College farm • Facebook group page for graduates • 86% wanted to attend events for recent graduates. Facebook Page • Received over 2000 likes during research • Video of Autumn grass management had over 1200 hits. • 43% of respondents checked into the Teagasc Ballyhaise Facebook page two – three times a week Newsletter • Circulated via email, Teagasc Website and college Facebook Page • Included farm management tips and enterprise performance from college farm • All respondents found the content interesting and 94.3% wanted to continue receiving it. • 73% used the newsletter to measure their farm performance • 48.8% changed their farming practices as a result of its content Text Message • All respondents read the text messages • 93.6% had a smartphone. • 97.3% of respondents said that they would like to continue to receive text messages 5. Key Conclusions Conclusions • Graduates were very interested in college farm updates and in maintaining contact with Teagasc. • Facebook proved to be the most efficient and interactive method. • Most graduates prefer to use electronic methods of communication. • Newsletter was found to be an excellent source of technical information. Recommendations • Teagasc advisors need to be introduced to students while in college. • The advisory regions in Teagasc and advisors themselves with an interest in contacting graduates should also establish Facebook pages. • Graduates could be integrated into existing discussion groups. • Each college should consider developing their own newsletter. This project is funded by Teagasc through its Walsh Fellowship Scheme
Moodle based online teaching – the potential for distance training models in horticulture Name: Colm Óg Doran Supervisors: Dr. Monica Gorman (UCD), Mr. John Mulhern (Teagasc) Background / Context Moodle is a web-based learning platform used for course management and the sharing of course materials with students. It was adopted by Teagasc in 2008 This study looked at how Moodle could be developed within a Teagasc college to support full-time courses and to examine how it could potentially support distance education. Objectives Assess the use of Moodle and its future potential in Teagasc Botanic Gardens; Identify how a module in horticulture can be adapted for online learning. Methodology ‣ Observation of faculty use of Moodle in current teaching ‣ Focus Group discussions ‣ Survey with full-time students ‣ Support students and faculty with Moodle use over 2014/15 term ‣ Pesticide Application 3-day course ‣ Pre-recorded classes uploaded as videos onto Moodle ‣ Students learned theory independently ‣ Practical instruction and examination delivered by College technicians ‣ Evaluate progress In 2014, only 3% of students agreed that all teachers used Moodle effectively This rose to 25% in 2015 92% of teachers were keen to explore how Moodle can be used to enhance and improve their teaching 85% of teachers stated they had not received enough training in using Moodle R E S U L T S Students who took the online course performed similarly to students who had previously sat the traditional course Those who had the lowest level of prior education performed poorest in written assessments All students that took the course would consider doing another in an online format in the future Conclusions Improvements were made in the use of Moodle over the course of this study in the Botanic Gardens, However teachers need further support in their use of the technology to utilise Moodle fully. The Pesticide Application online course showed that short courses can be adapted for online delivery, But more research and evaluation into this potential must take place. This project is funded by Teagasc through its Walsh Fellowship Scheme
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Driving Farm Innovation through Knowledge Transfer

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