Using a Performance Based Learning Model for Beginning Farmer Education Program
Teaching & Educational Technologies
Jennifer Jensen
Extension Educator
UNIVERSITY OF IDAHO
Sandpoint
Abstract
As small farms continue to increase in Idaho, beginning farmer education continues to be a need. Participant surveys from previous beginning farmer education programs indicated a need for more in-depth and hands-on education. With this task in mind, a team of Extension Educators utilized the performance-based learning design to develop both online and hands-on education modules that could be used at various locations.
Extension Educators first met with an advisory board of farmers to help determine what beginning farmers need to know and to be able to do to have a more productive and efficient farm operation. This determined the primary topics to be addressed in the learning modules. Extension Educators then researched and were trained on the performance-based learning model. Adult learning styles were reviewed and learning objectives that focused on what beginning farmers need to do with the information they learn were developed. Core competencies or skills that farmers should be able to complete as a result of our training were identified. Modules for both the online course and hands-on workshops were based around core competencies and learning objectives. Modules incorporated assessment activities, practice activities and comprehension activities or presentations.
The online course curriculum focused on starting a small business in Idaho, market analysis, soils, climate assessment, irrigation, crop production planning, infrastructure needs, and harvesting. This Zoom and online module class included presentations from Extension Educators and farmers throughout the state to best address the needs of all participants. In class activities and homework addressed the assessment and practice activities. For the hands-on modules, the workshops were structured around the basic core competencies or skills that were identified as needs of beginning farmers. A main outline for the presentations and activities was described, but the agenda also included flexibility for each to adapt as needed. These workshops were offered around Idaho at different teaching garden sites. Some were offered at a university-run teaching market garden, others were held on farmer-collaborator sites, while other were held in a community garden setting. For all modules, participants were surveyed at the completion of the module. The survey asked participants to describe their knowledge on topics related to the module, as well as their confidence in their ability to perform a related activity or skill.
A goal of this project was to determine how best to offer a training that focused more on what the participants need to do with the knowledge rather than just the knowledge itself. The performance-based learning design proved to be a successful tool for our beginning farmer program. The overall adaptability of the performance-based learning and assessment can help create meaningful Extension programs for a variety of topics. Because the beginning farmer learning modules developed for this project focus on core competencies, they too are adaptable to beginning farmers in other regions.
Authors: Jennifer Jensen, Colette DePhelps, Jen Werlin, Ariel Agenbroad
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Jennifer Jensen Extension Educator, University of Idaho Extension, Idaho, 83864
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Colette DePhelps Area Extension Educator, University of Idaho Extension, Idaho, 83844
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Jen Werlin Extension Educator, University of Idaho Extension, Idaho, 83422
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Ariel Agenbroad Area Extension Educator, University of Idaho Extension, Idaho, 83714