When working on riparian issues, employ multiple interactions and a mix of many extension methods to offer opportunities for diverse information and ideas and methods of providing them, and to meet individualized learning needs. Methods may include presentations, field days, workshops, individual landowner visits, riparian health inventories and reports, written materials, technical advice, and web site information on riparian areas and grazing management. Continue reading →
Theme: Outreach strategy/Design 
How to design outreach projects that will lead to measurable impacts
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 5
To help landowners learn new information, about riparian areas, landowners prefer that staff characteristics include knowledge about riparian management and understanding of the practicalities of living and working near riparian areas. Continue reading →
Andersson, L. (2004) Finding 1
When using predictive models to aid farmers in making a nutrient application decision:
- confirm that predictive models have been tested with satisfactory results against field experiments.
- confirm that the models show detectable reductions of nutrient leaching, as a consequence of implemented remedies.
- provide results that consider the total environmental impact of a suggested measure, in order to show a more realistic evaluation of sources of nutrient load (e.g. provide results demonstrating the combined impact of all potential nutrients, rather than results predicting application impacts of one nutrient at a time).
- provide simulations that are based on a specific climatic variable, such as air temperature, rather than general seasonal timing (early fall).
- develop a system for presenting model uncertainties appropriate to use in stakeholder dialogues.
Ashby, J. A., Beltran, J. A., Guerrero, M. d. P., & Ramos, H. F. (1996) Finding 1
Involve target audience in choosing and testing preferred technical approaches to solving a problem Continue reading →
Bacic, I. L. Z., Rossiter, D. G., & Bregt, A. K. (2006) Finding 1
Visual, spatial information is effective in stimulating group discussion when presented as part of a participatory approach.
Bacic, I. L. Z., Rossiter, D. G., & Bregt, A. K. (2006) Finding 2
The choice of type of visual, spatial information to use in an education program depends on the audience. Some prefer pollution modeling, others prefer satellite images and maps or simply the discussion generated by showing models and maps. Continue reading →
Bacic, I. L. Z., Rossiter, D. G., & Bregt, A. K. (2006) Finding 3
A participatory workshop using pollution modeling, satellite images, maps, and discussion, enables farmers to identify pollution prevention efforts that are considered to be within their own control. Farmers may not be willing to adopt measures that lead to lost income, even when they consider the measure to be effective. Continue reading →
Baggett, S., Jeffrey, P., & Jefferson, B. (2006) Finding 1
Each type of stakeholder group (e.g. customer, researcher, water utility manager) may value risks related to water management choices differently, and value who is most likely to best represent their interests differently. Continue reading →
Baggett, S., Jeffrey, P., & Jefferson, B. (2006) Finding 2
Participation in water management decisions can be improved by assessing stakeholder perceptions of the risk of potential problems, and the impact on other stakeholders of these perceptions. Continue reading →
Bauder, J., S. Roffe, & K. Pearson. (2004) Finding 1
Test new educational materials:
- Target educational resources to meet specific needs.
