This study describes the contexts surrounding the information seeking of Australian grain and cotton growers. Information seeking activities of 16 growers over an 18 month period provided insights into what guided their information seeking and what they considered to be 'information' that supported their self-directed learning. Contexts were highly situated, experiential and social. They found most online information to be devoid of these critical contexts, and it therefore did not contribute to their learning. Future agricultural information systems could better facilitate growers' information seeking if they incorporated local and environmental parameters, and enabled information sharing and connecting on local issues.
Mobile learning technologies have the potential to change higher education teaching, participation and learning now and in the future. This chapter investigates contributing factors and how these are positioned and considered within higher education in Laos PDR and Cambodian universities. It investigates the cases of two university-based agriculture courses. In particular, it explores the issues under consideration by educators as they develop degree programs that enhance flexibility and learning outcomes through the incorporation of mobile technologies. Literacies, access, barriers and participation associated with adopting mobile learning technologies in higher education in these two countries are explored from the perspectives of the student and the lecturer. The chapter considers the functional aspects of mobile learning relevant to participation and learning including dissemination and access to information and communications, enabling person to person connections in education, and connecting and intersecting learning content with the situated contexts of the learner. Access issues and barriers to the use of the technology within programs are considered. Key insights associated with mobile learning adoption within these universities are highlighted at each of pedagogical, technical and organisational levels.
Improving vegetable production in Cambodia offers a pathway to grow domestic consumption and exports, and improve nutrition, profits, and livelihoods. Interviews with 120 growers and 5 focus group discussions within 5 villages investigated growers’ capacity to change soil and irrigation management in their Chinese cabbage, Petsai, Cucumber, Cauliflower, Lettuce and other vegetable crops. Low or no profitability (34% participants), insect pests (59%) and dry periods (18%) were growers’ major limitations, with small farm size (0.08 ha) and limited schooling (21–36% had no schooling) contributing to the scenario. High cost of inputs is a limitation to making farming system changes, with most growers using their own funds and less than 10% borrowing funds to pay for crop inputs. Communication and planning for vegetable growing occurred almost exclusively within families (93%), with 7.5% of participants discussing with other farmers. Lack of time (43%) and knowledge about farmer group activities (30%) limited ongoing group learning opportunities. Although very traditional, 28% of participants had tried new practices; 42% of participants indicated they will try new practices after exposure to a soil and irrigation research trial. The participants were keen learners, and after exposure to the research, 58% believed that liming improves yields and 18% prefer to evaluate this on their farms. Information sources about vegetable growing are limited, and growers had complex information needs. Facilitating and mentoring ongoing local support and technical information networks, and enhancing capacity and communication are seen as key strategies for empowering long term ability to change.
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