Experiential Learning in Agriculture and Food Systems: NOVA University Model in Agroecology

1. Experiential Learning in Agriculture and Food Systems: NOVA University Model in Agroecology . • . Geir Lieblein 1, Lennart Salomonsson 2, Tor A. Breland 1, Nadarajah Sriskandarajah 3, Charles Francis 4, Edvin Østergaard 1 1 Agricultural University of Norway 2 Swedish University of Agricultural Sciences 3 Royal Veterinary and Agricultural University, Denmark 4 University of Nebraska

2. Comments from an Agroecology student ”I have learned new important things and I have developed my skills as an autonomous learner, communicator, facilitator. I have worked with real life situations that are complex and ever changing - and it has been a success! This has given me courage to develop the these skills and work situations”

3. Comments from another student ”The method of learning is learning by doing. And not only learning theories. The course lectures supplemented for us to learn from the real life situations and reflect upon theories.”

4. Nordic Forestry, Veterinary and Agricultural University AGROASIS – Nordic School of Agroecology/Ecological Agriculture Responsible for developing: • A Nordic educational program (MSc, PhD) • A Nordic research and development program Finland Norway Sweden Denmark Germany

5. Some of the questions facing today’s Agriculture • Notable success in production agriculture through application of science and technology • Productivity achievements have impact on bio-physical and socio-cultural environments • Many paradoxical situations in today’s society • Messy, complex and problematic situations • Need for other approaches

6. What is Agroecology ? • The ecology of farming and food systems, in which humans and nature are viewed as integral parts • An academic field for describing, analysing and improving farming and food systems

7. Agroecology and Organic Farming Agroecology as the scientific and theoretical framework - in interdisciplinary systems research (scientific relevance) Organic farming as our chosen area/main emphasis of practice (societal relevance) The link between the two as the UNIQUE thing that has attracted most of our students (student relevance!)

8. Learning goals for the Nordic MSc in Agroecology To educate agroecologists who: • Have knowledge of farming and food systems • Can handle complexity and change • Can link theory to real-life situations • Are good communicators and facilitators • Are autonomous and life-long learners

9. Structure of the Agroecology MSc • Two year programme • 1st semester: Norway • Agroecology and Farming systems (30 ECTS) • Agroecology and Food systems (30 ECTS) • 2nd and 3rd semesters: • Course plan is individually designed for each student • In Nordic countries or at other universities in Europe & N.A. • 4th semester: thesis work • Thesis work can also begin in the 3rd semester (ie. 60 ECTS)

10. Farming systems and food systems -The two courses at NLH . Real-life Project work Theory Intro: Concepts and tools Farming Systems August- October Farms in transition Production Ecology People Goal Present Plan of action Client report Learner document . Intro: Concepts and tools Regions – Food systems Food systems October- December Production Ecology People Goal Plan of action Present Client report Learner document

11. Agroecology learning landscape Past experiences Literature Themes Case Student OUTSIDE INSIDE Group Observations Observations in the outer world in the inner world Future Client document Learner document

12. Student participation in the Agroecology MSc 1999: Norway, Denmark, Finland, USA 2000: Norway, Denmark,Sweden,, Finland, Iceland, Estonia, Holland, Cameroon, Canada 2001: Norway, Denmark, Estonia, Spain, Argentina, USA, Canada, Colombia, 2002: Norway, Denmark, Finland, Estonia, Germany, Canada, USA, Nepal 2003: Denmark, Italy, Canada, Cameroon, Sri Lanka 2004: Norway, Denmark, Finland, Sweden, Italy, France, England, Germany, USA, Canada, Cameroon, Nepal - 18 students

13. Experiential learning Knowledge is created through transformation of experience

14. Experiential learning A REACTION to lecture/teacher and theory based education Traditional university Our primary focus AGROECOLOGY AGROECOLOGIST Ignorance Knowledge Action

15. Knowledge New roles in education The Agroecologist Doing Agroecology Competency Learner Skills Attitudes More than cognition New role Learning Starting point for learning Student NOT as example of theory Pedagogy of no mercy Adapt to feedback Give away control Teacher Theory Practise New role Learning leader/ co-learner Support the autonomous learner New role New role

16. Pedagogical pendulum Students learn in different ways PROBLEM: Not all learning is based on our own experiences Education based on experiences/practise Traditional education based on theory Deductive learning Inductive learning

17. Own experiences From others (Social learning) LEARNING From theory (The good lecture – the good book) From our own culture (Situated learning) Different people have different preferences

18. PRACTISE/ EXPERIENCE based THEORY based Many different approaches to meet needs of many different students Not to go completely from traditional theory based teaching to the new practise based experiences. Widen the field: DEEP into theory DEEP into practise

19. Some questions What is the new role of the teacher?

20. ? How do we structure a program to accomodate multiple learning styles?

21. ? What is the balance and link between theory and practise?

22. ? How do we implement changes in a classical university? (”Innovation in a sea of gray” – Ray Ison)

23. ”You cannot solve a problem with the same thoughts that created it” -Albert Einstein