Knowledge Exchange and Social Learning Opportunities in Direct Agri-Food Chains

From 2016–2019, the West African Forest-Farm Interface (WAFFI) project engaged with smallholder farmers in northern Ghana to explore mechanisms to improve the influence of under-represented peoples, particularly women, in decision-making processes and platforms that affect their access to natural resources. Through a multi-phase process of participatory activities, including auto-appraisal, participatory action research (PAR) and facilitated knowledge exchange, villagers and researchers worked together to document and develop a better understanding of the challenges and changes facing women and men in the region to generate social learning. Among these challenges, the degradation of forest resources due to over exploitation, weak governance and conflict of use over shea trees (Vitellaria paradoxa) were particularly important for women. The WAFFI approach created a scaffold for social learning that strengthened the capacity of local stakeholders to share their perspectives and opinions more effectively in multi-stakeholder forums and dialogue related to resource use and land use change initiatives.

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Food Neophobia and Social Learning Opportunities in Great Apes

International Journal of Primatology ◽

10.1007/s10764-014-9796-y ◽

2014 ◽

Vol 35 (5) ◽

pp. 1037-1071 ◽

Cited By ~ 14

Author(s):

Erik Gustafsson ◽

Michel Saint Jalme ◽

Marie-Claude Bomsel ◽

Sabrina Krief

Keyword(s):

Social Learning ◽

Great Apes ◽

Learning Opportunities ◽

Food Neophobia

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Social Learning Opportunities in Captive Orangutans (Pongo abelii) and Mandrills (Mandrillus sphinx)

International Journal of Primatology ◽

10.1007/s10764-015-9870-0 ◽

2015 ◽

Vol 36 (5) ◽

pp. 1014-1035

Author(s):

Adam O. Bebko ◽

Anne E. Russon

Keyword(s):

Social Learning ◽

Learning Opportunities ◽

Mandrillus Sphinx ◽

Pongo Abelii

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The Effectiveness of E-Learning Implementation Using Social Learning Network Schoology on Motivation & Learning Achievement

Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) ◽

10.23887/janapati.v5i1.9914 ◽

2016 ◽

Vol 5 (1) ◽

pp. 28 ◽

Cited By ~ 1

Author(s):

JW.Nugroho Joshua ◽

I Putu Agus Swastika ◽

Ni Made Estiyanti

Keyword(s):

Social Learning ◽

Learning Opportunities ◽

High Learning ◽

New Approach ◽

Social Community ◽

Learning Network ◽

The Social ◽

E Learning ◽

Influential Variable ◽

Motivation And Learning

The advancement of technology and the openness of the internet access in many places in Indonesia, making the shift in styles of learning and acquiring knowledge. Significant growth on such access also has changed the way everyone connected, communicate with each other and develop a social community. Unlike previous generations, college students in today’s era found many learning resources, both from his tutor at the College as well as from fellow students, also from other learning sources outside his College. The fact of this openness requires a new approach for a lecturer in the College to adopt a way of delivering his teaching, so the learning objectives can be achieved. One such implementation is implementing e-learning using the Social Learning Network. The purpose of this study is to see to what extent the effectiveness of the e-learning implementation on motivation and learning achievements of students. The research results showed that the learning opportunities has the greatest role in the motivation of learning, followed by collaborative learning. A high learning motivation using Social Learning Network, Schoology became a highly influential variable on learning achievements of Students in STMIK Primakara Bali

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Organized to learn: the influence of social structure on social learning opportunities in a group

iScience ◽

10.1016/j.isci.2021.102117 ◽

2021 ◽

Vol 24 (2) ◽

pp. 102117

Author(s):

Bas van Boekholt ◽

Erica van de Waal ◽

Elisabeth H.M. Sterck

Keyword(s):

Social Learning ◽

Social Structure ◽

Learning Opportunities

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An Interface Design Approach to Encouraging Online Contributions among Underrepresented Youth

Advances in Educational Marketing, Administration, and Leadership - Moving Students of Color from Consumers to Producers of Technology ◽

10.4018/978-1-5225-2005-4.ch009 ◽

2017 ◽

pp. 174-196 ◽

Cited By ~ 1

Author(s):

Denise C. Nacu ◽

Caitlin K. Martin ◽

Jim Sandherr ◽

Nichole Pinkard

Keyword(s):

User Interface ◽

Social Learning ◽

Interface Design ◽

Latino Students ◽

User Interface Design ◽

Learning Opportunities ◽

Underrepresented Groups ◽

Urban Middle School ◽

Technological Competencies ◽

Underrepresented Youth

Research has revealed how actively contributing to online communities can build technological competencies related to 21st century learning and build identities as creators. However, recent studies have also shown that inequities exist in terms of who is participating. Addressing this problem, this chapter foregrounds user interface design as an important mediator that shapes how certain populations of youth can take advantage of learning opportunities. Focusing on the use of an online social learning network in an urban middle school of predominantly Latino students, the authors present the iterative design of a feature intended to encourage student contributions. The authors argue that there is a need to attend to the user interface design of online social learning systems as a way to create opportunities and to encourage youth from underrepresented groups to participate fully.

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Knowledge Co-Production with Agricultural Trade Associations

Water ◽

10.3390/w12113236 ◽

2020 ◽

Vol 12 (11) ◽

pp. 3236

Author(s):

Mallika A. Nocco ◽

Noah Weeth Feinstein ◽

Melanie N. Stock ◽

Bonnie M. McGill ◽

Christopher J. Kucharik

Keyword(s):

Social Learning ◽

Time Management ◽

Scientific Literacy ◽

Knowledge Exchange ◽

Agricultural Trade ◽

Learning Processes ◽

Water Conflict ◽

Trade Associations ◽

Deficit Model ◽

Social Learning Processes

Scientists and agricultural trade associations may further conservation outcomes by engaging with one another to uncover opportunities and engage in social learning via knowledge co-production. We observed, documented, and critically reviewed knowledge exchanges among scientists and agricultural stakeholders working on a multidecadal water conflict in Wisconsin. Differences in knowledge exchange and production were related to meeting spaces, organization, time management, and formality of interactions. We found that repetitive, semiformal meetings organized and led by growers facilitated knowledge exchange, co-production, and social learning. However, scientists often appeared uncomfortable in grower-controlled spaces. We suggest that this discomfort results from the widespread adoption of the deficit model of scientific literacy and objectivity as default paradigms, despite decades of research suggesting that scientists cannot view themselves as objective disseminators of knowledge. For example, we found that both scientists and growers produced knowledge for political advocacy but observed less transparency from scientists, who often claimed objectivity in politicized settings. We offer practical methods and recommendations for designing social learning processes as well as highlight the need to better prepare environmental and extension scientists for engaging in agribusiness spaces.

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How Can Local and Regional Knowledge Networks Contribute to Landscape Level Action for Tree Health?

Forests ◽

10.3390/f12101394 ◽

2021 ◽

Vol 12 (10) ◽

pp. 1394

Author(s):

Liz O’Brien ◽

Berglind Karlsdóttir ◽

Bianca Ambrose-Oji ◽

Julie Urquhart ◽

David Edwards ◽

...

Keyword(s):

Social Capital ◽

Social Learning ◽

Knowledge Exchange ◽

Knowledge Networks ◽

Tree Health ◽

Pests And Diseases ◽

Local Extinctions ◽

Negative Impacts ◽

The Uk ◽

Landscape Level

Forests worldwide are facing increasing pressures, with human travel and trade assisting the spread of pests and diseases. Climate change is likely to enhance the negative impacts of pests and diseases, which cause global declines and local extinctions. In this research we focus on three local and regional knowledge networks in the UK concerned with pests and diseases to explore to what extent the networks raise awareness and encourage other actions in their members, and identify what roles social capital and social learning play in these networks. A qualitative approach was undertaken. Three networks focused on pests and diseases were studied in the research, which involved 20 interviews with network members, and in situ discussions with two of the networks involving 41 members. Interviewees in the networks self-reported increased awareness and understanding of tree health issues as an important outcome of their participation in a network. The networks engaged in a range of actions, from knowledge exchange to developing guidance and running events, workshops and field trips. The role of the networks in supporting the development of social capital and social learning made an important contribution to the knowledge exchange and other actions undertaken, and highlights how networks can contribute to landscape-level action towards tree health. Stakeholders need to be included in responses to pest and disease threats, and networks can play an important role in raising awareness, knowledge exchange and linking up diverse land managers. This research provides evidence of the importance of networks in developing a collective approach, creating a stronger voice, aiding different organisations and individuals to work together, and providing an arena for social learning and developing useful relationships. A recognition of the importance of networks and the provision of some financial support could aid their continuation.

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Diary of A Restless Teacher: How We Can Shift to The Learner-Centered Approach

European Journal of Teaching and Education ◽

10.33422/ejte.v2i1.174 ◽

2020 ◽

Vol 2 (1) ◽

pp. 72-78

Author(s):

Mohini Vidwans

Keyword(s):

Social Learning ◽

Learning Outcomes ◽

Learning Process ◽

Personal Experience ◽

Learning Opportunities ◽

Learning Technology ◽

Positive Experience ◽

Learner Centered ◽

Teachers And Students ◽

Accidental Introduction

Beyond doubt, learner-centered approach has proved to be effective for better learning outcomes. Drawing on a personal experience, I present in this paper how a mix of being involved with a series of training workshops, discussion with my colleagues, and the ‘accidental’ introduction of social constructivist tools in my classrooms gradually changed my view on the potential of technology in the learning process. It also looks at how a reflective diary helped me to leverage these experiences more effectively. It records a journey of interaction with education designers, other teachers and students, and how I selected the resources and approaches that might produce better learning opportunities for the learners. It further looks at the adoption of learning technology as a vehicle for developing the teacher’s own understanding of the power of social learning. I address some of the challenges I encountered while making the shift. The paper concludes that intentionally reviewing one’s teaching in collaboration with education experts, one’s colleagues and learners is a positive experience and has resulted in an approach that has considerably shifted the focus to learners. I am optimistic that my fellow teachers find my experiences inspiring and we collectively can bring about a change for the benefit of the education sector.

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