2017 ASHS Annual Conference

Extension outreach in horticultural science is often geared toward informing and training stakeholders about new and emerging technologies and techniques. The diffusion of innovations, such as those in horticulture, among others, is a field in its own right within in the literature of sociology that dates back to the 1940's. This literature speaks to the process of diffusion and adoption or rejection of innovations, the role of various actors, channels of communication, and so on. As an agent of change in the diffusion process, Extension professionals have long looked to experiential learning to extend information to lay audiences. The body of literature on experiential learning focuses heavily on the cognitive processes involved in knowledge transformation. In 2006, sociologist Michael Carolan introduced the concept of “tactile spaces”, sensually rich learning environments where participants interact with each other and the environment in an “embodied” and “embedded” manner, leading to long-lasting attitudinal and behavioral change. These spaces help participants bridge epistemologically distant concepts and phenomena, allowing them to better navigate what is before them. In 2012, drawing on the concept of tactile space, the experiential learning environment of an Extension field day event, focused on a sustainable agriculture innovation: biodegradable plastic mulch, was evaluated (previously published). In that study, enhancing the learning environment by attempting to create tactile space improved the success of the field day event. However, tactile space is not a simple, formulaic strategy. To create such a space during an Extension program, the educator must provide and encourage space for participants to interact with each other and the learning environment. This interaction with the environment must transcend basic hands-on exercises and allow participants to shape the space. In so doing, participants my better understand, accept, and even form “deep commitments” to the techniques or technologies presented. "Dragon Mapping" is an example of an introduction exercise that opens the door to tactile space by allowing participants to interact, then to shape the interaction in a way that substantially improves the overall comfort among participants, and leads to a more conducive learning environment. By planning for tactile space in Extension activities, educators can enrich the learning environment and harness synergies among participants to improve outcomes and impacts of outreach events.