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Title Self-propelled multi-crop reaper for service providers: experiential learning modules for sustainable intensification and agricultural service provision
 
Names Krupnik, T.J.
Naher, K.
Islam, S.
Md Abdul Matin
Huq, S.M.
Begum, S.A.
Hoque, M.A.
Nazim Uddin, S. Md.
Justice, S.
Murshed-E-Jahan, K.
Hossain, I.
Date Issued 2020 (iso8601)
Abstract This training uses an experiential and hands-on modular format. It is based on a foundation of experiential and hands-on work, combined with discussion and reflection among participants. This means that although the facilitator is instructed on how to carry out the training and how to present the materials, the format in which this is done should be horizontal and participatory, with room for adaptation and modification. We also underscore that farmers and agricultural machinery service providers – who are the target of this training – are experts in their own fields. They work daily on farms and have considerably more experience than most university-educated technicians, researchers or extension agents. Attentively listening to their opinions and working with them to respond to their needs and experiences will facilitate improved learning and enhance the quality of any given training session. In this sense, it is the responsibility of the training facilitator to elicit the participants’ input, opinions and ideas, and use these interactively to shape discussion and learning. Each facilitator therefore should think of him/herself as a guide whose goal is to elicit insight and ideas from the trainees, in order to enhance their learning process. The technical materials included in this document should therefore be seen as a guide to supplement the in-depth knowledge that the trainee farmers and agricultural machinery service providers already have. The training format presented in these modules is loosely based on the experiential learning cycle described by Kolb (1984), who posited that adults learn differently from children, with learning based on cycles involving concrete experience, learners reflecting on this experience, conceptualizing their experiences, and then experimenting. After this, the learning cycle is repeated. He further hypothesized that there are generally four types of adult learners and learning styles which should be accommodated. In the production of this manual, we have tried to account for these types of learners, which include those who learn by taking part in demonstration activities and critically thinking about them (whom Kolb called divergers), those who learn by thinking, reading, and watching (assimilators), those who learn by hands-on thinking and doing (convergers), and those who learn by doing (accommodators). Well-designed training should accommodate each participant’s individual learning style by providing a mixture of lectures and discussion, reading or visual materials, hands-on experiential and experimental opportunities, and opportunities to watch demonstrations and to learn. This is thus the challenge given to training facilitators who use these modules: to accommodate different types of learners in an active learning process. Kolb’s theories have been widely researched and validated in a number of contexts, and provide a solid foundation for educational programs aimed at experienced farmers and agricultural service providers, as well as farmer-field school-oriented and action learning. In this training, we loosely attempt to formulate Kolb’s learning styles, as shown below.
Genre Book
Access Condition Open Access
Identifier https://hdl.handle.net/10883/20858