Teaching and Learning Technology Resource

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DESCRIPTION OF INNOVATION:

A game is run where students manage a hypothetical farm for ten years, complete with weather and economic variability. After a period of establishing their management system they are offered the option of adopting a new type of crop, about which they are given limited (and in some cases inaccurate) information. They have to grapple with the decision while ensuring they stay profitable in exactly the same way as farmers do. They are able to trial the crop in small areas and learn from each other's experience, as well as their own, again just like farmers.

At the core of the game is a computer program, but this is not given to the students. Rather they make their management decisions which are then fed into the "bank's" computer, which tells them their results. Although all students start out with the same farm and the same resources, they quickly diverge in response to different management.

We run it over three periods of 2 or 3 hours.

REASONS FOR DEVELOPMENT/INTRODUCTION OF THE INNOVATION:

To enliven learning about adoption of innovations, in response to a perception that previous approach was too dry and theoretical.

TEACHING/LEARNING AIMS:

Understand and appreciate the range of factors which influence farmers' decisions on whether or not to uptake a new innovative farming practice.

DESIGN PRINCIPLES:

The main idea is to have students actively making the decisions themselves, rather than just hearing about what influences other people's decisions.

The game has now been used very successfully in a wide range of contexts, including with professional agricultural scientists, farmers, consultants and economists.

USE:

It is used as a component of two units: Ecosytem Processes 100 and Agricultural Systems and Extension 401. In each case the game is supplemented with more formal lecture material which is closely related to the game.

It would be portable, subject to users having sufficient expertise in the topic of adoption of innovations. We have tried to use a slick professional presenter in one case, but it was less successful than our own efforts due to his lack of theoretical background.

STUDENT SUPPORT:

The game is basically run as a long tutorial with regular discussions and comparisons of performance.

ASSESSMENT:

It is assessed by a written assignment in which the students are asked to relate the formal literature in this area to the results of their class in the game.

EVALUATION:

Surveys are conducted after each use of the game. We make adjustments to the game process in response to this.

EFFECTIVENESS:

It has been extremely successful, with great enthusiasm generated among the students. They learn more because they are enjoying the learning.

HINDRANCES TO DEVELOPING INNOVATION:

Main problem is that it is logistically tricky, requiring substantial coordination of presenters, students, lab times etc. Also it is quite exhausting for the main presenter due to being so intensive.

ENABLERS TO DEVELOPING INNOVATION:

A wonderful team of people helping with ideas and practical support.

COST/BENEFITS:

It has been a big investment of time, but easily paid off. Lots of spin off benefits coming in now too, such as a presentation of the game to Westpac Bank managers in NSW later this year.

LESSONS LEARNT:

We feel that we benefited a lot by not emphasising the technology. The students don't actually run the game themselves. This encourages more student-student interaction and avoids problems with individuals who fear/hate/don't know about computers. However the core of the game is quite a sophisticated program.

MARKETING:

We investigated selling it as an off the shelf product, but after some trials and experiences came to the conclusion that it needs the expertise of our group to make it a success. We are now running it more on a consulting type of basis around the place, rather than selling the software itself. The software is not really the main thing anyway. It is the whole way we manage and run the show.

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visitors since 20/6/97