Power to the facilitated agricultural dialogue: an analysis of on-farm demonstrations as transformative learning spaces

Figures & data

Figure 1. Conceptual framework.

Figure 2. Mixed-methods approach.

Table 1. Answers on observation tool questions linked with facilitated dialogue of 15 OFDs.

Case	Total group size	Formulating point of view*	Open discussion**	'Facilitated dialogue’ group	# participants
1	20	d	d	1	8
2	8	c	d	1	7
3	6	d	d	1	4
Total group 1	34				19
4	350	b	c	2	6
5	40	b	c	2	2
6	100	a	a	2	6
7	40	b	b	2	4
8	100	b	a	2	2
9	9	b	c	2	1
10	50	b	c	2	1
11	700	b	c	2	10
12	50	b	b	2	1
13	25	b	b	2	1
14	50	b	c	2	3
15	30	b	c	2	3
Total group 2	1544				40
Total group 1 + 2	1578				59

*(a) It felt like only the demonstrator was talking the whole time; (b) there were a few participants trying to formulate their own points of view regarding the topic; (c) there were a lot of participants formulating their points of view regarding the topic; (d) almost every participant formulated their own points of view regarding the topic.

**(def.: sharing of conflicting points of view, with respect for each other. Consists of more than one question and one answer) (a) No open discussions were held; (b) there was time for an open discussion, but nobody really engaged; (c) open discussions between a few participants were stimulated; (d) open discussions are stimulated and given a lot of time. Most participants are involved.

Table 2. Summary of the OFD survey data used in the analysis.

	Group 1	Group 2
No. of observations	19	36
No. of OFDs	3	8
Mean age	41.2 (21.5^a)	49.8 (12.4^a)
Gender (male/female)	95%(18)/5% (1)	86% (31)/14% (5)
Mean years of professional experience	23.5 (19.1^a)	23.6 (15.2^a)

^a sd: standard deviation.

Figure 3. ‘Surprise’ probability masses: group 1 compared to group 2.

Table 3. Conditions found in answers on ‘Why did you not adopt?’.

Conditions influencing the decision of adoption (number of answers)	Relation to transformative learning	Examples of answers on the Q ‘Why did you not adopt?’
Relevance for the specific situation (14)	‘Immediate relevance’ is a principle for adult learning (e.g. Knowles 1980) and definitely for more impactful transformative learning processes (e.g. Illeris 2017)	‘no reason to change’ (6) ‘already changed before event’ (4) ‘retiring soon’ (2) ‘because of ammonia, my farm is not allowed to expand, so I don't know what to do or where to go with my questions’
Costs (4)	Understood as a subcategory of ‘Relevance for the specific situation’	‘I learned that it's not profitable for me to rear young cattle’ ‘too costly’ (3)
More information necessary (11)	The need for enough evidence, trusted points of view, and confirmation to support the process of reflection, validation, and transformation of the own perspective (in a certain direction) (e.g. Laros, Fuhr, and Taylor 2017; Mezirow 2012)	‘need to see more similar things’ ‘didn't learn anything new’ ‘visit was not very qualitative’ ‘need to get more info first’ (7)
Time to reflect (7)	Transformative learning requires time. (Merriam 2004; Laros, Fuhr, and Taylor 2017)	‘need to think more about the idea’ ‘only just started’ ‘not yet a direct choice for innovation’
Newness or riskiness of the innovation (4)	Reflection challenging the validity of the current practices happened here to some extent, arriving at the best-informed judgment, which resulted here in ‘keeping things as they are’. Our identity defence system also protects us against ‘too much’ transformative learning, which could result in some kind of confusion or instability (Illeris 2017)	‘was too big of a risk’ ‘technique not developed enough yet’ ‘method not applicable yet for small farm’

Table 4. Conditions found in answers on ‘What could have made the OFD more interesting?’.

Mentioned lacking conditions of OFD (number of answers)	Relation to transformative learning	Exemplary answers on ‘What could have made the OFD more interesting?’
Increase in real-life context application (10)	The more knowledge can be presented in an embedded way, and the richer the learning space, the better. What is put into practice in an authentic way will link easier with realistic problems that participants are facing and their prior knowledge, stressing the relevancy. This is a learning principle which is recognised in many educational theories, among which transformative learning (Taylor, Duveskog, and Friis-Hansen 2012; Illeris 2017)	‘practical demonstration on how sensors work in commercial farm’ ‘staying closer to real life commercial farming practice’ ‘more contact with the animals’ ‘see the machines working on other crops’ ‘presentations more outside in the field when possible’
More in-depth information (8)	The need for enough evidence, trusted points of view and confirmation to support the process of reflection, validation, and transformation of the own perspective (in a certain direction) (e.g. Illeris 2017; Laros, Fuhr, and Taylor 2017)	‘info on world market prices’ ‘info about the yield of the nut trees and the combination with meadows was lacking’ ‘demonstrators should have been more informed’
‘More and other topics’ (4) (which could translate to ‘More OFDs’)	See ‘More in-depth-information’ and this additionally reflects a need for expanding on knowledge in a holistic way about farming systems (Wals 2015; E. W. Taylor 1998).	‘topics like usage of fertilisation, mechanical weed control, trace element fertilisation, agriculture 4.0’ ‘more topics’
Providing hands-on-experience (4)	Research substantiates the relationship between action and perspective transformation (Lange 2004). Without experiences to test and explore new perspectives and continual practice, it is unlikely for learners to transform (Laros, Fuhr, and Taylor 2017)	‘Hand-on experience for participants’ ‘More practical work and hands on experience’
More time to talk with colleagues (3)	Transformative learning does not happen in vacuum based on the insights of an autonomous learner, instead it is socially influenced, shaped, and accountable to others (Mezirow 1978, 2012; Laros, Fuhr, and Taylor 2017; Nohl 2009)	‘couldn't ask questions to the farmer’ ‘would have liked more time to talk with colleagues’

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Data availability statement

The data that support the findings of this study are available on request from the corresponding author, H. C. The data are not publicly available because the data sets contain information that could compromise the privacy of research participants.