By Angela Kim
By the end of 2011, there were 6 billion mobile-cellular subscriptions in the world. Most of this growth was driven by developing countries, which accounted for 80 percent of new mobile-cellular subscriptions. Although this rapid expansion of technology has created advantages for rural farmers, including linking farmers to markets, improving transportation logistics, and greater access to videos via cellular devices, substantial challenges still exist in the use of video to teach and learn sustainable agricultural practices.
Videos can be used as a teaching method to share experiences in sustainable farming. (Photo credit: Naimul Haq/IPS)
Video has become an alternative medium for helping farmers learn to integrate crop and pest management. Instructional videos can overcome the problem of illiteracy among rural farmers—according to United Nations data, approximately 80 percent of those living in developing countries can’t read. Women in rural farming communities, in particular, who more often lack access to education, land, and capital, have benefited from video-based training, which has helped them to become rural entrepreneurs.
Despite several benefits of using videos to spread farmer knowledge, the quality of content has a major influence on farmers’ interest in participating. Digital Green, an India-based project that uses video to advance existing agricultural extension systems, has demonstrated that videos of classroom-style lectures were perceived by farmers to be monotonous. Instead, they like more intimate, diversified-content types that include concrete demonstrations, testimonials, and even entertainment. And according to Digital Green, the degree to which farmers trust the content of a video depends on the language, clothing, and mannerisms featured in the film. Farmers involved with Digital Green were more inclined to trust information in videos that featured their neighbors than those which featured government experts.