Explanation of the tool / commentary on the tool

On the basis of the insights presented above, the e-learning tool contains three main parts: a self- assessment in entrepreneurial skills and the importance of these skills, a training session where the user is trained to think from the perspective of entrepreneurial skills, and a second assessment to reflect about the learning process (see Figure 2).

Figure 2: Structure of the e-learning tool

The user is guided by a tutor, a fox figure. The tutor leads the user through the tool, presents all the units and scenarios, and gives feedback. The fox is very clever and intelligent - traditionally it is the enemy of the farmer, but in this case it is helpful, wise and friendly. Moreover the fox is an animal, not a human, and is therefore a gender-neutral tutor.

The tool works with both basic and entrepreneurial skills in order to enable the users to understand the differences.

At the beginning of the tool each user is required to create a login profile and to give some data about himself and his farm. This data acquisition is based on the quantitative data sheet used in the main stage survey (see Vesala & Pyysiäinen 2008).

Then the first of three units begins. The user makes the first self-assessment and receives feedback, which includes a comparison with other European farmers. As mentioned above, this data comes from the Finnish survey. This first self-assessment is intended to support the users’ reflective processes: how do they make their assessment? In addition, it is intended to awaken interest in the topic of the tool and, by means of comparison, to motivate the users to explore it in more detail.

After this assessment and a direct form of feedback, the main training session, Unit II, begins, comprising three farm scenarios which are presented to the user. The main task in this part is to think about the situations from the perspective of basic, or low-level, skills and entrepreneurial skills. The training is based on real farm situations and is intended to enable users to train and transfer their knowledge about entrepreneurial skills to their daily business.

After each scenario users can compare their own ideas and thoughts with ideas from other farmers and experts, as presented by the fox. Furthermore, users monitor their own progress in this part and receive feedback with questions which support both the further development of thinking from the skills perspective as well as reflective capacities. Moreover, the list of other farmers’ ideas and the scenarios themselves support the process of broadening perspectives.

During the training session, the scenarios become progressively more complex or unusual. The first example gives the user an opportunity to become familiar with the concept of entrepreneurial skills, but after this, the user is required to solve situations which are much more complex.

Unit III is a second self-assessment. The questions are the same as for the first assessment, but the analysis and feedback compares the results of the first and second assessment. The aim of this part is to make changes visible for the user. The following questions are relevant in the feedback for the user:

- Have I changed my mind concerning the importance of the tool? - Do I now give a different self-assessment?

- If yes, what has changed in making my self-assessment? - Did I benefit from this tool?

For further research, this data can also be used to see how farmers change their opinion and self- assessments after using the tool and in which respects.

For further understanding of the tool, please utilise the tool on the project homepage (available from April 1st

, 2008).

5.5

References

Dörner, Dietrich (1982): Lernen des Wissens- und Kompetenzerwerbs. In: Treiber, Bernhard / Weinert, Franz E. (Ed.): Lehr- Lern-Forschung. Ein Überblick in Einzeldarstellungen. München/Wien/Baltimore: Urban und Schwarzenberg, pp.134-148.

Hoffmeister, Katja / Roloff, Kai (2003): E-Learning-Projekte zur Unterstützung von Change-Prozessen. In: Dittler, Ullrich: E- Learning. Einsatzkonzepte und Erfolgsfaktoren des Lernens mit interaktiven Medien. München/Wien: Oldenburg Verlag, pp.97-120.

Mailfert K. (2007): A comparative look at how rural entrepreneurs starting up in farming build social networks in France and the United States. Presentation at the ESRS conference Wageningen, August 07, working group 8: Rural entrepreneurs, businesspeople and farmers? Problems of identification.

Martens, Jens Uwe (2003): Der Persönliche Berater – Förderung erfolgsbestimmender Einstellungen. In: Dittler, Ullrich (Ed.): E-Learning. Einsatzkonzepte und Erfolgsfaktoren des Lernens mit interaktiven Medien. Oldenburg: München/Wien, pp.121-138.

Meier, Rolf (2006): Praxis E-Learning. Gabal: Offenbach.

Reither, Franz (1979): Über die Selbstreflexion beim Problemlösen. University of Gießen: Dissertation.

Schnotz, Wolfgang / Molz, Markus / Rinn, Ulrike (2004): Didaktik, Instruktionsdesign und Konstruktivismus: Warum so viele Wege nicht nach Rom führen. In: Rinn, Ulrike & Meister, Dorothee M. (Ed.): Didaktik und neue Medien.

Schulmeister, Rolf (1997): Grundlagen hypermedialer Lernsysteme. Theorie – Didaktik - Design. Oldenbourg Verlag: München.

Vesala, K. M.; Pyysiäinen, J. (Eds.) (2008): Understanding Entrepreneurial Skills in the farm context; Research Institute of Organic Agriculture, Frick, Switzerland

5.6

Deliverables and publications

Rudmann, Christine (Ed.) (2008): D9+D10: Enrepreneurial skills and their Role in Enhancing the Relative Independence of Farmers. Research Institute of Organic Agriculture, Frick, Switzerland

ESOF Partners (2008): The foxy entrepreneur. E-learning tool for farmers’ entrepreneurial skils. CD. Research Institute of Organic Agriculture FiBL, Frick, Switzerland