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

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”

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.”

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

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

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

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!)

Learning goals for the Nordic MSc in Agroecology 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 To educate agroecologists who:

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

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

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

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

Experiential learning Knowledge is created through transformation of experience

Experiential learning A REACTION to lecture/teacher and theory based education Ignorance KnowledgeAction Traditional university Our primary focus AGROECOLOGYAGROECOLOGIST

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

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

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

THEORY based PRACTISE/ EXPERIENCE 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

Some questions What is the new role of the teacher?

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

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

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

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