AED421 COURSE COMPACT
Course Status: (compulsory)
Course Duration. One hour per week for 15 weeks (15hours)
Lecturer Data
Name of the lecturers: PROF ADENIJI. O.B, Ph.D (Agricultural Extension)
AND MR OBANIYI, K.S. (B. Agric; M.Sc (Agricultural Extension)
Department: AGRICULTURAL ECONOMICS AND EXTENSION
Faculty: COLLEGE OF AGRICULTURAL SCIENCES
E-mails: adeniji.oladimeji@lmu.edu.ng ; obaniyi.kayode@lmu.edu.ng
Office Location: New college Building: A 017; A008
Consultation Hours: Tuesday and Wednesday (11:30-1:30)
No of Students allowed for consultation for each lecturer: 20- 40 students.
Course Content:
Definition of an extension workshop/studio. Design of the extension studio. The
workroom facilities of the equipment room facilities, the facilities, the darkroom
facilities. Identification of extension training resources. The design of posters,
flash cards, flip charts, and use of table rouged machine.
Chalkboards flannel graphs, overhead projectors, slide projectors, film
projectors, dummy, real materials, camera, etc. for extension training. Use of
radio cassettes and telecast for training practices in radio broadcasting. Guided
interviews and stage drama as extension training techniques. Use of coloured
markers in lettering: colour combination. Amount of words/letters on posters.
Trainee-centred, versus trainer-centred training technique. The use of eyecontact method in training
Course Description
This is an introductory practical course that teaches students the act of
designing and use of extension training resources. The course is intended to
expose students to different training resources materials such as the darkroom
facilities, posters, flash cards, flip charts, and use of table rouged machine.
Chalkboards flannel graphs, overhead projectors, slide projectors, film
projectors, dummy, real materials, camera, . Also students’ creative ability will
be enhanced through the training exercise. The scope of training will be limited
to areas covered in the course content while the other depth of the course will
be treated at higher levels.
Course Justification
The contributions of training to agricultural development has been highlighted as
thus: providing farmers with the basic skills; improving rationality and increasing
inquisitiveness and thereby improving receptivity to new ideas and
strengthening the willingness to economize and facilitate the adoption of new
techniques. In breaking new ground, students must be well equipped with the
skill of communicating new agricultural discovery to farmers in such a way that
will create the interest of farmers in adopting the technology with overall
objectives of improving their standard of living. The course will further help
students to discover their hidden potential of creativity which may help them to
impact their immediate environment, thereby commanding global influence. .
Course objectives : At the end of this course students should be able to:
 define an extension workshop/studio.
 design the extension studio.
 understand how to make use of the following training resources : The
workroom facilities of the equipment room facilities, the facilities, the
darkroom facilities. Chalkboards flannel graphs, overhead projectors,
slide projectors, film projectors, dummy, real materials, camera, etc. for
extension training. Use of radio cassettes and telecast for training
practices in radio broadcasting
 Identification of extension training resources. The design of posters, flash
cards, flip charts, and use of table rouged machine.
 organise interviews and stage drama as extension training techniques.
Use of coloured markers in lettering: colour combination. Amount of
words/letters on posters.
 Understand Trainee-centred, versus trainer-centred training technique.
The use of eye-contact method in training.
 Understanding Radio and Television broadcasting
Course Requirement
Students are expected to participate in all the practical course activities and
have a minimum of 75% attendance to be able to write the final examination.
They are expected to pay attention to each topic and be able to apply them in
day to day rural and urban setting. Furthermore, they are also expected to treat
the study questions and do their assignments and enroll for the course online
Method of Grading
S/N Grading
1
Test
2.
Assignment
3.
Final Examination
Total
Score (%)
10
20
70
100
Course Delivery Strategies
The interactive method of lecture delivery with questioning technique will be
used. This means that face-to-face lecturing method will be used. In addition to
this method is the use of power point presentation technique. Students will be
encouraged and expected to read around the topics and design posters on their
own. Web-interactions will also be employed by requesting each student to
register online for the course.
At end students may visit ARMTI and NTA, Ilorin or any established extension
workshop in order to see the material been display to them under classroom
condition. They may also visit radio broadcasting station in Ilorin in order to
learn about broadcasting .
Week 1: Definition of an extension workshop/studio.
Objective: The students at the end of the lectures for the week should be able to
define and describe an extension workshop/studio.
Description:
20 minutes: Definition of an extension workshop/studio will be taught.
40 minutes: Describe an extension workshop/studio on papers by students
Study Questions:
i.)
Define an extension workshop/studio
(ii) Describe an extension workshop/studio on papers
Reading List
1. Ekong E. Ekong (2003) An introduction to Rural sociology. An introduction
and analysis of rural Nigeria – second edition. Dore Educational Publishers, Uyo,
Nigeria.
2. Ekong E. Ekong (2010) Rural Sociology – An introduction and analysis of rural
Nigeria, Third Edition. Dore Educational Publishers, Uyo, Nigeria.
3. Akinyemiju and Torimiro (2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria.
4. Olatunji (2005)Effective Teaching and extension of Agriculture in the tropics
Zero point International publisher , Kaduna , Nigeria.
Week 2: designing of the extension studio
Objective: The students at the end of the lectures for the week should be able to design
the extension studio/ work shop for College of Agricultural Sciences
Description:
20 minutes: Definition of an extension workshop/studio will be taught.
40 minutes : Designing of an extension workshop/studio on papers by students
Study Questions:
i.)
What is the importance of extension studio to agricultural extension
ii.)
Design an extension studio/ work shop for Landmark University.
Reading List
1. Ekong E. Ekong (2003) An introduction to Rural sociology. An introduction
and analysis of rural Nigeria – second edition. Dore Educational Publishers, Uyo,
Nigeria.
2. Ekong E. Ekong (2010) Rural Sociology – An introduction and analysis of rural
Nigeria, Third Edition. Dore Educational Publishers, Uyo, Nigeria.
3. Akinyemiju and Torimiro (2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria.
4. Salawu, I. O., Taiwo, S.A., Aremu, G.B., (1994) An Introduction to
Educational Technology: Nigeria, Afolabi Press Limited.
5. Agricultural (2001) The experts in Rural Communication: “Knowledge – the Key
to Development”. Agrivisual Ltd. (2001), U.K.
Week 3: Identification of extension training resources.
Objective: The students at the end of the lectures for the week should be able to
identify extension training resources.
Description:
20 minutes : Identification of extension training resources
40 minutes : description of extension training resources will be taught
Study Questions:
(i)
List different type of extension training resources
iii) Describe different type of extension training resources and draw them
Assignment
Draw and label different type of extension training resources
Reading List
1. Ekong E. Ekong (2003) An introduction to Rural sociology. An introduction
and analysis of rural Nigeria – second edition. Dore Educational Publishers, Uyo,
Nigeria.
2. Ekong E. Ekong (2010) Rural Sociology – An introduction and analysis of rural
Nigeria, Third Edition. Dore Educational Publishers, Uyo, Nigeria.
3. Akinyemiju and Torimiro (2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria.
4. Salawu, I. O., Taiwo, S.A., Aremu, G.B., (1994) An Introduction to
Educational Technology: Nigeria, Afolabi Press Limited.
5. Agricultural (2001) The experts in Rural Communication: “Knowledge – the Key
to Development”. Agrivisual Ltd. (2001), U.K.
Week 4: Use of radio cassettes and telecast for training practices in radio broadcasting
Objective: The students at the end of the lectures for the week should be able to use
radio cassettes and telecast for training practices in radio broadcasting
Description:
20 minutes : Identification and use of radio cassettes in broadcasting
40 minutes : Identification and use of telecast in broadcasting
Study Questions:
(i) State the uses of radio cassettes in broadcasting
(ii) State the uses of telecast in broadcasting
(iii) describe how radio broadcasting is carried-out
(iv) describe how telecast broadcasting is carried-out
Reading List
1) Kemp, J.A (1985) Instructional Design: A plan for unit and course development in
Audio-Visual.
2) Babatunde, F (2003) Theories of Mass Communication by Sterling-Horden Publisher
Nigeria.
3) Africa Media Development Initiative: Nigeria Context (2006).
4) Africa Press Network for 21st Century (2005) Management African Press Trends.
Available on
http://www.rap21.org/article 1856/tml.
5) Communcation and Rural development in Nigeria (1990), Osho, I. and Adeboye ,I
.Editors, O.B. (2004). Organisational dynamics. Ibadan: Spectrum Books Ltd.
Week 5: Guided interviews and stage drama as extension training techniques.
Objective: The students at the end of the lectures for the week should be able to
organize
guided interviews and stage drama as extension training techniques
Description:
20 minutes: guided interviews as extension training techniques
40 minutes: stage drama as extension training techniques.
Study Questions:
(i) Draft questionnaire that you will use to interview farmers on impact of using
improved method of farming on the farm in Kwara State.
(iii) identify stage drama tips and write a script on the benefit of using one modern
technology over the old method of farming.
Reading List
1) Kemp, J.A (1985) Instructional Design: A plan for unit and course development in
Audio-Visual.
2) Babatunde, F (2003) Theories of Mass Communication by Sterling-Horden Publisher
Nigeria.
3) Africa Media Development Initiative: Nigeria Context (2006).
4) Africa Press Network for 21st Century (2005) Management African Press Trends.
Available on
http://www.rap21.org/article 1856/tml.
5) Communcation and Rural development in Nigeria (1990), Osho, I. and Adeboye ,I
.Editors, O.B. (2004). Organisational dynamics. Ibadan: Spectrum Books Ltd
Week 6 The design of posters, flash cards, flip charts, and use of table rouged machine
Objective: The students at the end of the lectures for the week should be able to
design of posters, flash cards, flip charts, and use of table rouged machine
Description:
30 minutes: How to design posters and flash cards will be taught
30 minutes: The flip charts and use of table rouged machine will be taught
Study Questions:
(i) Explain how to design posters and flash cards ,
(ii) Explain how to design flip charts and use of table rouged machine
Reading List
1. Kemp, J.A (1985) Instructional Design: A plan for unit and course development in
Audio-Visual.
2. Babatunde, F (2003) Theories of Mass Communication by Sterling-Horden
Publisher Nigeria.
3. Africa Media Development Initiative: Nigeria Context (2006).
4. Africa Press Network for 21st Century (2005) Management African Press Trends.
Available on http://www.rap21.org/article 1856/tml.
5. Communcation and Rural development in Nigeria (1990), Osho, I. and Adeboye
,I .Editors, O.B. (2004). Organisational dynamics. Ibadan: Spectrum Books Ltd.
6. Akinyemiju and Torimiro(2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria.
Week 7. Chalkboards flannel graphs, overhead projectors, slide projectors, film
projectors, dummy, real materials, camera, etc. for extension training.
Objective: The students at the end of the lectures for the week should be able to use:
Chalkboards flannel graphs, overhead projectors, slide projectors, film projectors,
dummy, real materials, camera, etc. for extension training
Description:
30 minutes: The use Chalkboards flannel graphs, overhead projectors, slide projectors
for extension training will be taught.
30 minutes: The use of film projectors, dummy, real materials, camera will be taught.
Study Questions:
(i) Explain how Chalkboards flannel graphs, overhead projectors and slide
projectors can be used in extension training.
(ii) Explain how film projectors, dummy, real materials and camera can be used in
extension training.
Reading List
1. Kemp, J.A (1985) Instructional Design: A plan for unit and course development in
Audio-Visual.
2. Babatunde, F (2003) Theories of Mass Communication by Sterling-Horden
Publisher Nigeria.
3. Africa Media Development Initiative: Nigeria Context (2006).
4. Africa Press Network for 21st Century (2005) Management African Press Trends.
Available on http://www.rap21.org/article 1856/tml.
5. Communcation and Rural development in Nigeria (1990), Osho, I. and Adeboye
,I .Editors, O.B. (2004). Organisational dynamics. Ibadan: Spectrum Books Ltd.
6. Akinyemiju and Torimiro(2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria
Week 8. Use of coloured markers in lettering: colour combination.
Objective: The students at the end of the lectures for the week should be able to
explain:
The use of coloured markers in lettering and use of colour combination in agricultural
extension
Description:
30 minutes: Use of coloured markers in lettering will be taught
30 minutes: The use of colour combination will be taught
Study Questions:
(i)
Explain the use of coloured markers in lettering and its importance to the
field of agricultural extension.
(ii)
Explain the use of colour combination in agricultural extension process.
Reading List
(1) Kemp, J.A (1985) Instructional Design: A plan for unit and course development in
Audio-Visual.
(2) Babatunde, F (2003) Theories of Mass Communication by Sterling-Horden Publisher
Nigeria.
(3) Africa Media Development Initiative: Nigeria Context (2006).
(4) Africa Press Network for 21st Century (2005) Management African Press Trends.
Available on http://www.rap21.org/article 1856/tml.
(5) Communcation and Rural development in Nigeria (1990), Osho, I. and Adeboye ,I
.Editors, O.B. (2004). Organisational dynamics. Ibadan: Spectrum Books Ltd.
Week 9: Amount of words/letters on posters. Trainee-centred versus trainer-centred
training technique.
Objective: The students at the end of the lectures for the week should be able to design
appropriately amount of words/letters on posters. Trainee-centred versus trainercentred training technique
Description:
30 minutes: Concept of designing amount of words/letters on posters will be taught.
30 minutes: Trainee-centred versus trainer-centred training technique will be taught
Study Questions:
i.
Explain the concept of designing amount of words/letters on posters
ii.
Explain the trainee-centred versus trainer-centred training technique
Reading List
1. Ekong E. Ekong (2003) An introduction to Rural sociology. An introduction
and analysis of rural Nigeria – second edition. Dore Educational Publishers, Uyo,
Nigeria.
2. Ekong E. Ekong (2010) Rural Sociology – An introduction and analysis of rural
Nigeria, Third Edition. Dore Educational Publishers, Uyo, Nigeria.
3. Akinyemiju and Torimiro (2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria.
4. Akinsorotan, A.O. (2007). Elements of Agricultural Extension Administration.
Ibadan: Bounty Press Limited.
5. Aromolaran, E.A. (2000). Fundamental of management. Lagos: BLV Print Tech.
6. Ogunbameru, O.B. (2004). Organisational dynamics. Ibadan: Spectrum Books Ltd
Week 10: The use of eye-contact method in training.
Objective: The students at the end of the lectures for the week should be able to
explain:
The use of eye-contact method in extension training.
Description:
30 minutes : understand the use of eye-contact method in training.
30 minutes: The use of eye-contact method in training.
Study Question:
(i)
Explain the use of eye-contact method in extension training
Reading List
1. Ekong E. Ekong (2003) An introduction to Rural sociology. An introduction
and analysis of rural Nigeria – second edition. Dore Educational Publishers, Uyo,
Nigeria.
2. Ekong E. Ekong (2010) Rural Sociology – An introduction and analysis of rural
Nigeria, Third Edition. Dore Educational Publishers, Uyo, Nigeria.
3. Akinyemiju and Torimiro(2008) Agricultural Extension: A comprehensive
Treatise with Model of Questions and Glossary. ABC Agricultural systems
Ltd.,99A, Obafemi Awolowo Way, Ikeja, Lagos, Nigeria.
4. Cuber, J.F. and Kenkel, W.F. (1954). Social stratification in U.S.A.
Appleton, New York.
5. Jibowo, G. (1992). Essentials of Rural Sociology. Gbemi Sodipo Press Ltd,
Abeokuta, 243pp.
6. Lundberg, G.A., Schrag, C.C., Latsen, O.N. and Catton, W.R. (1968). Sociology.
New York: Harper, edition
Week 11: Visit to ARMTI
Objective: The visit will impact the students the necessary practical knowledge of what
has been taught in the class
Description:
A day visit of a group of 80 students to ARMTI
Assignment
(i). Draw all training resources’ materials what you have seen during the visit
(ii)List all the training resources that you have seen during the visit
(ii)
Draw the extension studio that you have seen during the visit
Week 12: Visit to NTA ,Ilorin
Objective: The visit will impact the students the necessary practical knowledge of what
has been taught in the class. It will also avail them the opportunity of acquiring skill in
television broadcast
Description:
A day visit of a group of 50 students to NTA ,Ilorin
Study Questions:
(i). Draw all broadcasting equipments that you have seen during the visit
(ii)List all the broadcasting equipments that you have seen during the visit
(iii)Draw the broadcasting station that you have seen during the visit
Week 13: Visit to Radio Kwara , Apata Yakuba ,Ilorin
Objective: The visit will impact the students the necessary practical knowledge of what
has been taught in the class. It will also avail them the opportunity of acquiring skill in
radio broadcasting
Description:
A day visit of a group of 50 students to Radio Kwara , Apata Yakuba ,Ilorin
Study Questions:
(i). Draw all broadcasting equipments that you have seen during the visit
(ii)List all the broadcasting equipments that you have seen during the visit
(iii)Draw the broadcasting station that you have seen during the visit
Week 14
Topic: Revision
Objectives: to revise with students all that they have been taught throughout the
semester.
Reading List:
Lecture note and reference materials
Week 15
Topic: Examination
Objectives:
To examine the students on all that has been taught during the semester.
Reading List:
List of reference material