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Success Stories

Impact Collaborative Training Helps Extension Personnel Find Missing Links

“Before we were assuming that people would find the information. We weren’t trying to meet our audience directly.”

Three North Carolina State University Extension professors found it critical to educate landowners in their state about the effects of climate change on forest growth.
Collectively, Dr. Susan Moore, a retired NCSU Extension associate professor, along with Dr. Mark Megalos, NCSU forestry and environmental resources Extension professor, and Dr. Robert Bardon, NCSU associate dean of Extension, developed content and provided technical assistance for a website that served as a repository for best management practices about forest resilience to climate change.

To improve this existing effort, Megalos, Moore, and Bardon attended the National Extension and Research Administrative Officers Conference (NERAOC) in San Antonio, Texas where they participated in the eXtension Issues Corp, now rebranded as the Impact Collaborative.
The Impact Collaborative is a proven process used to innovate, accelerate and amplify local impact. During the process, Cooperative Extension professionals from land-grant universities across the country form teams around an idea that aims to create a quantifiable impact in their local programming.

Moore said the process revealed the missing links between what they were doing and how they might better reach their audience. “We had trouble driving people to this Extension resource that we built over a six to 10 year period. We built it and no one came,” Megalos said. From this experience, the group quickly learned that creating a website is one thing, making sure people know about it and use it for its intended purposes was another.

The process includes four steps which are design thinking, key informant expertise, growing base of evidence-based practice and dynamic synergy. Each step comes with objectives that serve to change the way the teams work. After completing the process, the teams leave with a new plan allowing them to work more effectively.

“Before we were assuming that people would find the information. We weren’t trying to meet our audience directly,” Moore said.

The process that helped the trio see their problems is called concept mapping. Concept mapping is a method used to show the connection between relationships. Megalos said by mapping out their process they were able to critique each step and find the weak spots.

“We identified what we needed which was more input into social media. We already had enough material on the eXtension website, we just had to find the hook. What was going to get people to get one more click and view our website,” Megalos said.

concept mapIn addition, key informants, or experts helped the group navigate the process by providing solutions and also by being available to answer questions.

As a result, the team took a different approach and began using social media strategically to link people to their site.

First, they began partnering with groups such as the Southern Region Extension Climate Academy and the Climate Learning Network. By linking to these organizations’ Facebook and Twitter social media accounts, they were able to tap into their niche audience.

“We leveraged each other’s work and that continues to this day,” Megalos said. He mentioned some of it existed before they attended the IMPACT Collaborative, but they became more consistent with their approach.

“Toward the end, we were getting about 1,000 contacts a week just on Facebook. On our Twitter we had reached about 18,000 connections a month,” Megalos said. This allowed the team to be able to share all of their research and best practices with landowners and foresters. They determined they were reaching more landowners and foresters through the use of social media analytics which reveals items such as demographics, link clicks, and growth.

Moore said this was important because it helped to spread the word that valuable information was available to landowners. “If they can access our information, they could better adapt their forest to climate change,” Moore said.

She added that this information is beneficial to landowners who make up a large part of Extension’s client base. “It’s a great concern if you’re a forest owner. Your forest is like a bank account, it’s an investment, it’s one of your assets so you’re going to want to take care of it,” Moore said.

Now that the information is reaching the audience they desire, Moore and Megalos both agreed that the experience was invaluable.

“We learned a lot. It stirred us to think more creatively about our issues and to solve them through teamwork,” Moore said.

Megalos, who continues to use social media in his daily efforts to educate landowners said, he now views social media as a networking platform and marketing tool. “It’s low cost, provides an easy way to collect metrics, and pushes awareness which drove them to our site. We had nothing like that a year ago,” Megalos said.

You can contact Dr. Megalos at mamegalo@ncsu.edu

Written By: ChaNaè Bradley
Senior Communications Specialist
Fort Valley State University College of Agriculture, Family Sciences, and Technology

Categories
Food Systems i-Three Corps

i-Three Issue Corps: Virtual Local Food Project Field Trips

Drone capturing aerial footage
Figure 1: Drone aerial footage

Are you interested in using innovative video technology for local food systems education? Our project may be of interest to you.

The Challenge

Through evaluation of a recent local food systems graduate course for Extension agents (Content available for viewing here, https://localfood.ces.ncsu.edu/local-foods-grad-course/local-food-training-videos/), we learned that field trips to local food projects were one of the students’ favored methods of instruction. While local foods is still a relatively new field, there are a growing number of successful (and unsuccessful) project examples that local foods professionals can learn from. These lessons learned can be applied to new projects, saving time and other resources and often a lot of headaches.

Students in incubator farm greenhouse
Figure 2: Students of the local food systems graduate course visit Lomax Incubator Farm.

We are in the process of translating the local foods graduate course into an online, non-credit course for a broader audience of local foods professionals. For the self-paced environment of the online course, we were challenged to identify ways to replicate the learning opportunities afforded by face-to-face local food project field trips.

Framework

The online course is planned to be a certificate series that consists of five courses. At this stage in the online course development, we are anticipating having one virtual field trip per course. The first course is titled Introducing Local: Where we have been and where we are going. This introductory course provides an overview of the components of the food system, as well as a brief history of the US and global food systems, and an introduction to a systems approach to local foods work. The virtual field trip for this course will be to Elma C. Lomax Incubator Farm in Cabarrus County, North Carolina. This field trip will be one component of the course addressing the learning objective:  students gain an introductory understanding of the importance of a systems approach to local foods work.

Capturing B-roll Footage of farmers harvesting
Figure 3: Capturing B-roll Footage

Current Innovations to Respond to the Challenge

Based on the needs of the online learner, our initial concept for each virtual field trip was one video, less than 5 minutes long, with interviews (A-roll) interspersed with video of the site (B-roll). Sounds pretty boring, doesn’t it? I was personally struggling with how a very short video clip could provide the depth of information akin to what transpires in a face-to-face field trip experience.

Since we began grappling with this issue, at the suggestion of our education video specialist and encouragement from eXtension’s i-Three Corps experts, LuAnn Phillips as well as Joey Peutz with the University of Idaho, we began exploring some innovative video options including 360 video (Example 360 video in Extension education by others – https://www.youtube.com/watch?v=PnX6f70mW48) and drone aerial video. We have expanded our vision for this first virtual field trip to be composed of multiple short videos, beginning with interviews incorporating B-roll footage of the farm (See a sample draft of our first interview video that includes drone footage here, https://youtu.be/8cnb_joJQo0), farmers and markets of the farmers and then moving to a farm tour that incorporates overhead drone footage with hotspots linking to 360 and 2D videos that take the learner to various locations on the site.

Setting up the 360 Camera
Figure 4: Elias Clark capturing 360 video of the site

We are exploring the idea of also including narration on some of the 360 and 2D videos to expand learners’ understanding of what they are seeing on site and how it is related  to the learning objective. Please share any questions or thoughts you have  about the virtual field trips that I can address in future posts. Also, please share in the comments area below your thoughts on where you might apply these technologies to your work or programs.

Simone reviewing virtual field trip design plan on whiteboard
Figure 5: Working together with Simone Keith, Extension Video Specialist, on the Lomax virtual field trip.

What might be in it for you?

The online certificate series is currently a partnership with Cooperative Extension in North Carolina, South Carolina and Virginia. Though much of the place-based content is currently focused on North Carolina, plans are in place to incorporate South Carolina and Virginia specific content in future. We have also discussed expanding the course to include specific content from other states in the Southern region.  Please let me know through the comments if that is of interest to you and your state.