Entries from December 2007

A new domain name

December 30, 2007 · 14 Comments

Happy New Year! What better way to welcome the new year than with a new look — a new WordPress theme and a new domain name that will make visiting our blog a lot easier. Please spread the word to your friends, classmates, students, and colleagues. From now on, just type: http://devcompage.com.

A few readers wrote that they are unable to download the readings in PDF format because they have no Adobe Acrobat Reader in their computer. You can download the free Acrobat Reader from the Adobe website.

May all your wishes for the new year come true.

Categories: Educational communication
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Adding value to scientific research

December 30, 2007 · 2 Comments

When I was a research fellow in communication at an advanced research institute, I was often approached for advice on how their research program or consortium can scale up dissemination of technology options. I found that many scientists were still on a technology-push mode so I suggested that a first step would be for them and their research partners to answer these key questions:

1. What are your objectives?
- to inform?
- to motivate, change attitudes?
- to change practice?

2. Who is your primary audience?
- farmers?
- extension workers?
- students?

I suggested going back to the basics because in the course of our conversations, I was quite surprised to hear that to disseminate x technologies for farmers, their consortium partners developed a video on physiology of the rice plant and a complicated conference poster. Clearly, a video on a scientific process and an information-rich conference poster are meant for graduate students, researchers and perhaps commercial farmers. A small farmer with limited education, poor eyesight, and cultivating less than 1 ha of land will require simpler messages and extension materials that position the benefits of the recommended options. Sadly, the above questions never got addressed because there was a lack of commitment to walk that extra mile. At the review workshop, I learned that the donor was unhappy because the project could not show impact.

Often, I find it useful to remind our scientist colleagues that there are information barriers and they can add value to their scientific research though synthesis, distillation and communication. I hope the sections below will be useful.

Information barriers

Between science and practice is a range of information barriers (Norton and Mumford, 1982), namely, dissemination and reception. A dissemination gap occurs when information does not reach farmers due to physical and logistical constraints, lack of transport, and semantic differences. Or the information may have reached farmers but they are unable to use it. Effective communication is said to have taken place only when senders and receivers have converged and when the information sent is received, understood, internalized and utilized by the receivers (Schramm, 1973; McQuail and Windahl, 1993; Severin and Tankard, 1992; Rogers, 1995).

Adding value to scientific research

To add value to the large volumes of research already done and published, as well as new research being conducted, results of research have to be taken further. They have to be synthesized, distilled, and communicated to farmers. As Gates (1999) emphasized, “Knowledge is power! Power comes not from knowledge kept but from knowledge shared.”

Communication will add value to rich biological research that has been done and is going on. For communication sciences to be effectively employed, there is a need for a truly collaborative and inter-disciplinary effort to initially discover the real problem and find out how farmers are dealing with them. Such details are required to enable the process of distillation, intervention design and delivery.

Categories: Scaling up
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Scaling up

December 25, 2007 · No Comments

Cartoon by Misael Cerna, VSU, Leyte, Philippines

First of all, Merry Christmas and a Happy New Year to all my readers. I hope you enjoyed your holidays. On Christmas Day, I thought it is fitting to write about scaling up since everyone seems to be in a “give cheer to everyone” mood. There are contentious issues related to scaling up such as how many beneficiaries should we aim for in scaling up and be able to claim impact? Will reaching 20 farmers in a district constitute scaling up? I have dealt with these issues in various trainings, workshops, symposia and conversations and I shall tackle them in this blog in future posts.

While a range of terms are used (e.g., technology promotion, technology transfer, scaling up, scaling out, delivery) the main idea behind each is to bring the benefits of an improved practice to a wider set of beneficiaries. To promote adoption of an innovation, the following framework will help partners arrive at clear statements of the desired change, the target audience, variables to be monitored and methods to measure them, expected consequences of the impact, and the approaches to be adopted.

1. Understand farmer needs, problems, and decisions

Talking to a rice farmer about his use of the leaf color chart, Tien Giang, Vietnam

An important first step is to identify farmers’ needs, perspectives and the way they see the problem through focus group discussions (FGD), interviews with various stakeholders, and other diagnostic tools. A wide range of methods are available, such as consultations with stakeholders, focus group discussions, seasonal profiles, matrix ranking, mapping, problem tree, and in-depth field interviews. This analysis will provide important baselines, help identify intervention opportunities and further research needed to solve the problem

2. Evaluate available technical information and “distill” or simplify them “heuristics” that can be tested easily by farmers, and motivate them to evaluate through farmer participatory research.

3. Review farmers’ evaluation, modify, and design intervention through a participatory process with initial stakeholders.

4. Develop communication strategy in a participatory workshop with stakeholders.

Read more …

Categories: Scaling up
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Evaluating communication campaigns

December 23, 2007 · No Comments

Dr. Carmen Thoennissen (SDC) and KL Heong (IRRI) visit "Three Reductions, Three Gains Project", Vietnam

External review of an integrated crop resource management project, Indonesia

To track change and demonstrate impact, indicators are needed and developed with various stakeholders. Among the stakeholders, there has to be a consensus on what an evaluation is for, whose objectives are being served, and how the data will be used. Communication evaluation is an approach, which measures the outcomes of an intervention apart from other possible factors. It is intended to determine whether the program achieved the desired effects on individuals, households, and institutions and whether those effects can be attributed to program intervention. Impact evaluations can also ascertain unintended consequences, whether positive or negative, on beneficiaries.

What is campaign impact assessment?

Campaign impact assessment examines effects at the community, state, national or international level, or a campaign’s long-term effects or identifies whether it is justified to say that the campaign caused any social or policy change. The evaluation may assess:

- The causal relationship between the campaign’s activities and its outcomes;
- Longer-term outcomes as a result of behavior or policy changes (e.g. lower cancer rates, less violence in schools); and
- Systems-level change, through policy change or the creation of new institutions, procedures or groups.

The use of experimental research designs enables one to make more definitive conclusions about the impact of a campaign. Such rigorous designs require random assignment of target audiences to “treatment” and “control” groups or conditions, and require evaluation or research expertise to implement it. It answers the question:

If x, then y
Or
If the campaign is implemented, then the outcome occurs

In situations where it is not possible to have a control group of participants who have not been exposed to the campaign, quasi-experimental designs are used. These do not require random assignment but require a comparison group.

Steps in communication evaluation

1. Review communication objectives
2. Formulate hypotheses
3. Select impact indicators
4. Develop and apply impact monitoring methods – interviews, focus group discussions, transect walks, observation
5. Assess impact

Impact planning framework

A useful tool that can be used to plan an impact assessment of an extension or communication initiative is this framework:

Project title: (e.g. Reducing farmers’ early season spray for leaffolder control)

Brief description of the technology:

Impact or change desired: (e.g., reduce early season insecticide sprays by 25%; change farmers’ beliefs in leaffolder management by 30%)

Target audience: (e.g., 20,000 farmer households in Tan Tru and Tan Thanh districts, Long An Province, Vietnam)

Variables to be monitored: (e.g., farmers’ insecticide use; farmers’ target pests’ crop stages when farmers spray’; insecticide sales; belief index)

Methods to be used for each variable: (e.g., farmer surveys; focus group interviews; participant observation; assessments of attitudes)

Julia Coffman (2003, June- Lessons in evaluating communications campaigns: Five case studies. Cambridge, MA: Harvard Family Research Project) examined the process of evaluating five different campaigns whose purposes ranged from individual behavior change to policy change, and showed how evaluators have addressed some evaluation challenges. Five case studies of campaign evaluation are presented which illuminate the real experiences of campaign evaluations. The paper also features cross-case lessons that highlight important findings and themes.


Categories: Scaling up
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Content analysis: what and how

December 20, 2007 · 8 Comments

In the early 70s, two biographies of the most powerful woman of the land hit the book shops in Manila. One was a commissioned coffee-table type book written by an award-winning writer while the other became a best-selling paperback written by a journalist. The “iron butterfly”, apparently miffed by the paperback’s detailed account of her humble beginnings, invited our dean to the palace to ask her to do a content analysis of those two biographies. She wanted the content analysis to reveal the motives of the writers, particularly the one who wrote, The Untold Story of … so that appropriate action might be taken against her. Our dean and two colleagues carried out the project as requested but in their report, they emphasized that content analysis, as defined, only deals with manifest content and not latent ones. After that content analysis project, the rest was history. The author of the explosive paperback eventually went on exile in London.

So what is content analysis? Berelson provided a classic definition of content analysis as a research technique for the objective, systematic, and quantitative description of the manifest content of communication. Ole Holsti (1969) defined content analysis as “any technique for making inferences by objectively and systematically identifying specified characteristics of messages.”

The key to understanding content analysis and performing it competently lies in understanding the meaning of objective, systematic, quantitative, and manifest content.

Objectivity is achieved by having the categories of analysis defined so precisely that different persons can apply them to the same content and get the same results. If content analysis were subjective instead of objective, each person would have his own content analysis. That it is objective means that the results depend upon the procedure and not the analyst.

Systematic means, first, that a set procedure is applied in the same way to all the content being analyzed. Second, it means that categories are set up so that all relevant content is analyzed. Finally, it means that the analyses are designed to secure data relevant to a research question or hypothesis.

Quantitative means simply the recording of numerical values or the frequencies with which the various defined types of content occur.

Manifest content means the apparent content, which means that content must be coded as it appears rather than as the content analyst feels it is intended.

Content analysis procedure

1. Determine the universe of the content to be analyzed (newspapers, books, magazines, letters, radio scripts, radio tapes, comics, film, video tapes, songs, etc.).

2. Obtain the sample to be analyzed.

3. Code the data. Specify the unit of analysis. There are 5 major recording units of analysis: single word or symbol, theme, character, sentence or paragraph, and item (entire article, etc.)

4. Decide on the system of enumeration or quantification. Methods of measurement include:
1) space - measures column inches or column centimeter in print materials
2) time - measures duration or length of time in audio and video materials, e.g., radio, TV, film, video tape
3) presence or absence of the content unit
4) frequency count in which every occurrence of the content units is counted

Read more …

Categories: Evaluation of communication materials
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Semantic differential

December 17, 2007 · No Comments

Semantic differential is a type of a rating scale designed to measure the connotative meaning of objects, events, and concepts or attitudes. It has been used for a variety of purposes ranging from predicting a political election to identifying changes in personality structure. Charles Osgood’s semantic differential was designed to measure the connotative meaning of concepts. The respondent is asked to choose where his or her position lies, on a scale between two bipolar words, or a range of words or numbers ranging across a bipolar position (for example, `Excellent’, `Good’, Adequate’, `Poor’, `Inadequate’; or from 5 (powerful) down to 1 (weak).

Semantic differentiation is a procedure that involves rather standard scaling practices and a variety of analytical methods. The critical attributes of a semantic differential seem to be bipolar adjectives on seven-point scales like the ones below. The concepts are selected according to the researcher’s interest. The scales may be specially constructed for a particular task or selected from existing sets by any of several criteria. Differences in the patterns of check marks on the scales are assumed to represent differences in meanings of the concepts judged and/or differences in groups of subjects judging the same concepts.

Applying the semantic differential to rate a blog or website

You can apply the semantic differential to rate our blog, Devcompage. Example: Would you say our blog (Devcompage) is:

Up-to-date ____ ____ ____ ____ ____ ____ ____ Obsolete
Well-organized ____ ____ ____ ____ ____ ____ ____ Cluttered
Attractive ____ ____ ____ ____ ____ ____ ____ Unattractive
Very useful ____ ____ ____ ____ ____ ____ ____ Very useless
Interactive ____ ____ ____ ____ ____ ____ ____ Static
Compelling ____ ____ ____ ____ ____ ____ ____ Unconvincing
Trustworthy ____ ____ ____ ____ ____ ____ ____ Doubtful
Reliable ____ ____ ____ ____ ____ ____ ____ Suspicious
Relevant ____ ____ ____ ____ ____ ____ ____ Irrelevant

If you can think of other attributes of an excellent blog that can be added to the rating scale above, please drop your comments to this post.

Read more …

Categories: Evaluation of communication materials
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TWAS prize for agriculture won by scientist working in communication

December 16, 2007 · 2 Comments

Credit: Photo by Massimo Silvano, Trieste

The Academy of Science for the Developing World (TWAS) gave Dr. K.L. Heong the TWAS Prize for Agriculture, recognizing his pioneering work in ecology and integrating biological and social sciences to promote integrated pest management (IPM), which helped millions of rice farmers reduce their pesticide use and helped to communicate science to the rural poor. He received his prize from the president of TWAS, Professor J. Palis (right in photo), at the 18th TWAS General Meeting held in Trieste, Italy, on 13-14 November 2007. In accepting the prize, he delivered a presentation entitled “Communicating agriculture to rural farmers” urging developing- country scientists to do more than achieving scientific excellence and publishing papers. Click here to read synopsis of his presentation …

TWAS is an autonomous international organization founded in 1983. Its mission is to promote scientific capacity and excellence for sustainable development in the South. The Academy provides research grants to scientists and postgraduate fellows, organizes international scientific meetings, and recognizes scientific achievements with TWAS prizes for agriculture, biology, chemistry, earth sciences, engineering, mathematics, medicine, and physics. The TWAS prizes consist of a plaque and US$10,000. Dr. Sant Virmani was another IRRI scientist who won the TWAS Prize, in 2000.

Categories: Development communication
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Making Waves: a national congress for devcom students

December 12, 2007 · 1 Comment

Starting tomorrow, 13 December 2007, a national congress for development communication students will take place at the University of the Philippines in Los Banos. The theme of this year’s congress is “Emphasizing the role of development communication for a sustainable environment.” I’ve been invited to give a talk at the opening program tomorrow afternoon on “Environmental radio soap for rural Vietnam,” the DM2005-supported project that recently won the COM+ prize.

The radio soap opera is a communication platform to initiate new norms that favor reduced pesticide use and create awareness and promote favorable attitudes toward environmental sustainability among rice farmers in Vietnam.

The UN Millennium Project 2005 has classified radio, TV, video and compact disc as established ICTs while cell phone and the Internet fall under new ICTs. Radio and television have remained established ICTs in most rural communities in Asia. As early as the 1960s, Wilbur Schramm and Daniel Lerner (The Passing of Traditional Society) have reported a link between communication media and a country’s development. Thus, in countries with lower GNIs, the ICTs that have greater reach and impact might still remain the well established ones, like radio and TV.To meet the MDGs, radio will be important as it is low-cost, has extensive reach, the audience can listen to it while working or doing their chores as it is extremely portable.

With an estimated 300 million rice farmers, the challenge is how to reach them. Most of the world’s poorest farmers are in hard-to-reach environments, which limit their access to information that could increase their farm productivity. To reach millions, we used the radio soap opera format. Radio soap operas date back decades ago in many countries. Until today, The Archers remains as the longest-running agricultural radio drama in the UK.

In 2003, with support from the Rockefeller Foundation, we developed a soap opera enriched with integrated pest management content using entertainment-education (E-E) principles and methodology. Both series were launched in July 2003. In Laos 104 episodes in 5 short stories were developed and were broadcast twice. In Vietnam 135 episodes of a series called Chuyen Que Minh (My Homeland Story) was on air from July 2004 to May 2006.

The project began with a stakeholders meeting, focus group discussions, audience analysis surveys and the information gathered were used to develop the soap opera characters, structure and storylines. The next step in the drama development process was to visit a typical family in the pilot areas. The team of technical experts and script writers visited the village together and developed a creative document describing the geography of the chosen farmer’s house and the family and neighbor relationships. Using the selected farm family as the guide, a character map for each drama was developed. The various characters were categorized into “positive”, “transitional” and “negative”, depending on their attitudes towards the educational issue, in this case IPM.

A typical “negative” character in this case might be a pesticide salesman and the typical “positive” character was the extension IPM specialist. The “transitional” characters might be those who were not aware of IPM, the dangers of pesticides and their attitudes can be modified. Usually the hero and heroine are placed in the “transitional” category and his/her change towards “positive” would help to highlight the educational issue. Relationships between characters were also established in the map. To incorporate IPM educational content into the soap operas we first established the script development team comprising of IPM specialists and creative writers.
The technical specialists had been nicknamed the “Turtles” and the creative writers, “Peacocks” and the main objective of these two groups is to communicate and create drama scripts with educational content integrated into the conversation.

To facilitate a continuous supply of technical content and ensure the scientific accuracy of the content, the “Turtles” developed the values grid and sent them to the “Peacocks” who would write them into the scripts. Drafts for each episode were then sent to the “Turtles” for quality checks before they were finalized, recorded and broadcast.

Read more …

Categories: Entertainment-education
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COM+ communication award

December 12, 2007 · 1 Comment

COM+ award certificate

Here’s the COM+ award certificate that was given during the Annual General Meeting (AGM) of the CGIAR in Beijing last week. The environmental soap opera is a partnership project led by the International Rice Research Institute (IRRI), Visayas State University (Philippines), Plant Protection Department (Vietnam) and the Voice of Ho Chi Minh City. To implement the project, it adopted a multi stakeholder participatory process adopted which encouraged local ownership, commitment and matching government support for the soap operas. The process served as a platform for capacity building in drama development, social science and communication research techniques and data analysis.

The COM+ Communications for Sustainable Development Award recognizes excellence in the field of communications, demonstrated through clear impacts and real changes in support of sustainable development. Issued by COM+ the award recognizes the role of communications in improving awareness and understanding of sustainable development issues, promoting increased transparency and dialogue between government and other stakeholders, and influencing policy outcomes to provide pathways out of poverty while protecting our valuable environmental resources.

Continue reading …

Categories: Entertainment-education
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Environmental Radio Soap Opera wins two awards

December 8, 2007 · 4 Comments


Promotional posters of radio soap operas

2007 COM+ Award

Que Minh Xanh Mai, the radio soap opera in Vietnam developed using principles of entertainment-education (E-E) won the 2007 COM+ award for communicating science to benefit people and the planet organized by the Consultative Group on International Agricultural Research (CGIAR). COM+ is a partnership between international organizations, media agencies and communication professionals committed to using communications to advance the sustainable development agenda. In addition to the CGIAR, COM+partners include BBC World Service Trust, The World Conservation Union (IUCN), Reuters Foundation, TVE-Earth Report, United Nations Environment Programme, and the World Bank. In this soap opera series, agricultural information was seamlessly incorporated into the 239 episodes of drama broadcast twice weekly to reach 2 million people in the rural areas of the Mekong Delta. The sound tracks of some episodes can be downloaded from the Voice of Ho Chi Minh City (VOH) website.

Research partners at soap opera launch, World Environment Day 2006

2005 World Bank Development Marketplace Award

Started in 2003 through Rockefeller Foundation support, the soap opera won the 2005 World Bank Development Marketplace award that provided additional resources to continue with environmental radio soap opera. “Learning can be filled with fun and enjoyment in E-E and the mechanism can serve as an effective platform to close existing knowledge gaps” said the project leader, Dr K.L. Heong. The soap opera series was developed by a partnership with Dr M.M. Escalada, Dr Nguyen Huu Huan and Mr Vuu Huu Ky Ba.

DM2005 award ceremony with World Bank president, J. D. Wolfensohn

“The Vietnam soaps had a unique feature that drama broadcasts were supported by on-the-ground activities such as radio clubs, quizzes and “meet the actors” day which contributed to changes in farmers’ beliefs and practices” said Dr M.M. Escalada, a communication scientist from the Visayas State University, Philippines, who conducted the evaluation research.

“The soap opera proved to be an effective and rapid way to motivate farmers to act when we used it to reach and help1 million farmers tackle recent virus disease outbreaks in the Mekong Delta” said Plant Protection Department vice director general, Dr Nguyen Huu Huan. IRRI Director General, Dr Robert Zeigler, in support of the E-E approach said, “This work shows the outstanding achievement that can be realized when a CGIAR center joins forces with research institutions and government and private organizations–such as the Visayas State University (Philippines), Vietnam’s Ministry of Agriculture and Rural Development, and the Voice of Ho Chi Minh City–in a common and focused effort to improve the lives of poor rural families”.

Categories: Entertainment-education
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