CHAPTER II

METHODOLOGICAL TOOLS
FOR THE INTERVENTION IN EXTENSION

Participatory methodologies
1.1 Individual methods
1.2 Group and/or community methods

2. A conception of rural development thought from the local sphere

2.1 Participatory rural diagnosis
2.2 Planning

3. Techniques
3.1 Classification according to the senses used for communication
3.2 Classification according to the objectives of the techniques

4. Use of communication media for teaching in rural extension

4.1 Printed Media
4.2 Audiovisual Media

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 METHODOLOGICALTOOLSFOR
THEEXTENSIONINTERVENTION

When the needs of a rural area or community have been identified, it is up to the extension worker
choose the teaching methods that will be most effective in achieving your goals
educational. The extension worker must know the specific methodologies for their work with the
producers and also the other methodologies that contribute to their participation as an extensionist in
the professional field.

1. Participatory methodologies
Methodology is the
Methodology is the set of steps that aim to reach a set of steps
concrete result. A methodology is the set of steps that they try to reach
they try to reach a concrete result. The methodologies a result
participatory seek to encourage in people the different concrete.
ways to acquire knowledge (intuitive and rational) and that of
this way allows for a broader view of reality.

Participatory methodologies are based on three basic pillars.

First, it is not a product of a trend or modern times, as they have a long history.
historical.

Second, they are not designed solely for fun, but there is a foundation.
neurophysiological that recommends the use of the same applying a series of techniques and
teaching materials to support learning.

Third, its pedagogical foundations have been proven by different schools of the
teaching and the study of behavior. It is believed that participatory methodologies provide
better results when stakeholders have solid management and leadership
innovative.

Participating means being part of, taking part in, living the process, appropriating the information, and
based on this, make decisions to transform reality. The basic principle of the
participation in the process is to harness the potential of the participants, their experiences and
knowledge about the topic.

There are two methods of extension: individual and group or community. It is up to the
facilitator, decide one or the other according to their perception, considering that the use of these
methods do not have a pre-established logic, but the different states of situation are
what determines their appropriate implementation. We detail them below:

1.1. Individual methods

Individual methods are very effective for gaining the trust of leaders and others.
collaborators. The changes achieved with these methods can serve as an example, facilitating the
employment of new practices and knowledge. Furthermore, they allow for close contact with the
producers and an adequate knowledge of areas and the characteristics of the population. The
the influence of individual contacts is noticeable in any extension program.

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 Extensionist Manual

THESE METHODS ARE

Visits to the farm and home Consultations in the office MEANSOFINTERACTION

PERSONAL

Letters
Email Web messaging
Text messages Phone calls

Informal Contacts THE COOPERATING PRODUCER

Visits to the farm and home

Visits are very essential elements in Agricultural Extension education and provide
a personal communication between the producer and the extension agent, creating an environment
where they can discuss and exchange ideas without distractions. This makes it possible for
direct knowledge of the problems of rural people and allows the extension worker to suggest
adequate solutions to the specific and particular situation of the visited family.
The visits have the purpose:
Establish good relations between the technician and the rural family.
Give practical recommendations to the producer.
Plan future activities, meetings, demonstrations.
Invite the producer or some neighbors to participate in the planning of activities and discuss.
Engage producers who are not participating in the organized activities.

EXAMPLE Many times the visit arises spontaneously from a need.

arrived at a commitment made some time ago.
In this, you have the opportunity to share and tackle issues.
that go beyond the technical, situations are shared
very particular to the producer for the creation of
links of trust and affection that promote action
from the extension worker (one goes to see the pond and ends up
observing and asking about chicken production,
pigs, which it cultivates, ultimately concludes with the
observation of the entire production system, making
contributions and suggestions

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 Extensionist Manual

Consultations in the office

In this method, there is a direct relationship between the extension agent and the person who wishes for a
information. When a person goes to the office in search of information, it is due to some
necessity, which demonstrates trust in the service, an action that benefits the process of
learning. It is essential for the producer to know where and when they can find the
technician. It gives us the opportunity to provide systematized information in brochures, pamphlets,
documents that help achieve the objective of the visit.

EXAMPLE When a producer receives information through the radio or another medium,
If you are interested in the topic, come to the office to consult how you could substitute.
the commercial food for another alternative type, that
he could prepare with supplies from his own farm.

PERSONALINTERACTIONMEDIA

Personal interaction media - letters, emails, text messages, messaging via

web, phone calls -- are common for providing responses, information, news, etc.; later
from a visit or consultation in the office and informal contacts with producers, collaborators, bosses
of groups and/or union leaders. For event invitations, these means of interaction
personal are very effective, as the producer feels considered upon receiving them.
through the extensionist and have a greater commitment to assistance.

EXAMPLE Then an invitation was announced for an event through loudspeakers in

a community, the invitation is made more personalized to each producer
through a letter, text message, or call
telephone.

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 Extensionist Manual

Informal contacts

On many occasions, the extension worker is approached by producers in the streets,

communities, etc., for inquiries, technical information and other issues related to the
Everyday activity that rural man engages in and not always related to agriculture. It is important.
that the extension worker, when responding to the producer, is completely sure of their answer, if
If you have any doubts, it's better to postpone them for another time but do not stop answering them.

Any half-hearted or inaccurate response will cause the rural producer to lose confidence in
the technician. It must be understood that the producer's timing is often not the same as that of
extension worker; skills need to be developed to differentiate and know how to address situations
urgent.

EXAMPLE specific technical demand of the production cycle that needs to be addressed
si si at this moment).
In the church, court or schools, a producer approaches.
he meets the extension worker and makes a technical inquiry
specific about any concern you may have.

THE COOPERATING PRODUCER

The purpose sought with the designation of the

the producer will later serve as a model, for
expose good production practices in your
property, highlighting a local example, and
encourage their neighbors and colleagues to adopt new
productive practices and thus create a situation
of learning.

The selected producer must be elected by their group peers, be a leader, and have
the acceptance of the rest of the community, in addition to being reliable and responsible for its actions.

This cooperative producer will be a promoter, demonstrator, collaborator, etc.

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 Extensionist Manual
1.2. Group and/or community methods

In extension work, mass group teaching methods are used and are more
more frequent than individual methods, as they can reach more people
when time is limited, the personnel is reduced and the resources are scarce.

Group methods are effective in persuading producers to experiment with a new

practice, for example a collective decision to try out a new practice, carries more weight in a
determined sector that the analogous decision adopted by a single person - (e.g.: production
homemade balanced artisanal

They help to build trust among participants, bringing people together for a common interest.
group cohesion, belonging, exchange of experiences and knowledge.

The objectives of these techniques are to spontaneously contribute ideas, improve efficiency of
collective interrelationship and stimulate the participation of the attendees, thus intensifying the
interest in improving learning.

Group methods fall under the informal designation 'seeing is believing' because they encompass
the material demonstration of practices that the extensionist wants to promote.

THESE METHODS ARE

DEMONSTRATIONOF DEMONSTRATION OF PcinciDay

TECHNIQUESANDMETHODS RESULTS

TRIPS OR OUTINGS TO THE FIELD WORKSHOP

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 Extensionist Manual
Other group methods allow for an expositional instance that is shared with the group,
generating areas of debate, analysis, exchange, questions, etc.

THESE METHODS ARE

InformativeMeetings THE CONFERENCE THEFRAME

THECOLLOQUIUM THE SEMINAR THESYMPOSIUM

They can be outlined as follows:

DEMONSTRATION OF TECHNIQUES AND METHODS (D.T.M)

It is a group teaching method on how to do something step by step, with the aim of teaching.
new techniques and practices to producers. Ideally, each person attending the D.T.M.,
have the opportunity to practice the new knowledge acquired during the demonstration, without
embargo, at times, due to lack of time, only some of the attendees will be able to practice. The
The efficiency of the demonstration partly depends on good prior planning and practice.
I anticipate the extensionist, until a perfect execution is achieved.

EXAMPLE

Build a pond, prepare a portion

balanced, etc.; explaining step by step the
benefits of the technique for development of the
production of parts.

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 Extensionist Manual
DEMONSTRATION OF RESULTS

Extension method aimed at showing results and benefits, through examples, of the
convenience of applying a practice or a set of practices. The purpose is to make
that the same producers compare and evaluate an improved technique in relation to the
traditional, through the yields achieved with the application of some new technology.
For this purpose, at least two productive units should always be evaluated, one with the
technology proposal and the other that serves as a witness.

In every demonstration of results, the analysis should be shown step by step to the attendees.
resulting economic, that is, how much additional income in product and/or in money will be achieved
producer with the application of the newly proposed practice, as well as the ease of
implementation of the same and the time of observation of the results.

EXAMPLE

Two ponds are taken; one of them with planting of

male and female fingerlings of Tilapia and the other with
sexed Tilapia (males) farming. With the same
management, at the end of the production stage the results are
different.

This gives us the possibility to show results,

making the step-by-step description and analysis
economic.

Picnic Day

Journey in an area where the production experience is transmitted through exhibitions and
demonstrations related to agricultural or livestock activity. In this activity the
the extension worker uses various methodological tools in the same scenario, which
they enhance the possibility of achieving a good result. With the field day, it is intended that the
assistants observe personally the practices or techniques of innovation and ask questions to the
regarding, at the same time creating a situation in which personal contacts can take place for the
learning and business concretion.

Field days should be held two or three times a year, especially in units.
successful productive, efficient in the environment and in the installed demonstration units, in the
different phases of the production cycle, to observe new production techniques, their stages and
the differences in performance conducting the corresponding economic analysis. It is recommended
that the host intervenes prominently in the discussion and practice.

Field days offer attending producers the opportunity to see and discuss their
experiences and the observed themes. The extension worker must plan, coordinate, and always be
I am available to clarify any technical aspect.

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 Extensionist Manual
EXAMPLE

A training day is organized at the house of

Juan, with all the members of the committee and the technician,
where step by step, the demonstrations are made
practices of the techniques developed on site and the
exchange of experiences of the group.

TRIPS, EDUCATIONAL TOURS OR FIELD TRIPS

They are part of an informal methodology used to understand and observe experiences
techniques and specific cases of areas with different levels of development and innovations
existing technologies, with their successes and errors. Compared to other methodologies, not
requires thorough planning. The observation is direct, there is no prior arrangement. It is
the producer who explains directly how he is developing his activities. As
In conclusion, it is important to analyze and reflect after the trip or tour to implement some
of the observed innovations.
EXAMPLE

The producers of a committee take a trip to other

localities, where they observe the production of
juveniles, the fish processing plant and how
the other committees work.

Informative Meetings

It is one of the most used techniques as a means of communication. It is a way of

horizontal rural communication where the extension worker gathers a group of producers and others
social actors, to inform and exchange opinions and experiences related to the
rural activity. They can be formal or informal, on one or more topics, that should be
to establish itself as a decision-making area, execution of actions, and establishment of
agreements.

From a well-conducted meeting, many problems can be solved and a

better collaboration among everyone.

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 Extensionist Manual
The essential thing is to have a clear objective, something worthwhile that we strive to achieve.
set. It is important for the extension worker to know the type of participants in the meeting, such as
to adapt the way of driving in search of a concrete objective, with a language
suitable.
If the meetings drag on without reaching anything concrete, it means that we are not clear about it.
our objective, or that it is either impractical or unrealistic. The fact that there is a
responsible coordinator of the meeting (moderator), greatly facilitates the realization and the
effective result of it. The extension worker, with the support of different means (visual,
audiovisual and graphic) must maintain a group dynamic that helps and stimulates the
communication and participation, as the more people who give their opinions, the more interesting the proposals will be.
Not everyone has something to contribute, and not everyone has the ability to do so.
EXAMPLE

It is important to manage the timing of the meeting.

avoiding that the topics go 'off on a tangent'.

This can make it so that while there is a lot of participation

at the meeting, finally at the end of it
Make a decision, this is not taken.

CONFERENCES

It is understood as a formal and verbal expression of a single speaker, generally technical, about
a theme aimed at a specific group of listeners. With visual support, it can illustrate the
conference and proceed at the end with questions and answers. The purpose of a conference is
transmitting the listeners an organized set of information.
Although the conference constitutes a systematic way of presenting information, a great
a disadvantage is the passive role of the listener, the lectures have a
pre-established, structured format. The speakers must prepare well, cover one or two
main themes and do everything possible to capture and maintain the attention of the public.
EXAMPLE

Conference on rural development planning,

where a specialized professional is called upon in the
theme. Prior to this, dissemination is done and the guests are invited.
interested in participating in it.

The conference is held and a reasonable amount of time is given.

to ask questions or generate opinions.

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 Extensionist Manual

Technical Talks

Unlike conferences, technical talks are less structured, more informal,

dynamics and allow the speaker to move freely among the listeners. They promote the
Attention of the participants through visual interaction, identifying their reaction.

They can take place in open spaces, which allow the use of supplies and equipment such as
pedagogical materials for demonstrative purposes; the adaptation of a technical language to a more
understandable to the audience is also facilitated in these cases. Just like the meetings, the talk
technique is a method frequently used by extension workers.

EXAMPLE

Talk about artisanal food production for

pets.

The talk is developed by one or several

professionals, where theoretical aspects are included and
practices on the topic

Participatory Workshop

Meeting of a group of people and/or producers discussing a topic or issue, where

they learn, apply their own knowledge, and build participatively. Initially, they
instruct the participants in knowledge about the procedure or practice they can
to use.

Attendees must share their experiences, establish, and unify criteria for development.
appropriate to the subject matter addressed. Each participant must think from their own perception,
according to their role within the community (that is, the producer who thinks like a producer, the technician
as a technician, the mayor as mayor, etc.)

The workshop should normally consist of 15 to 30 people. It is a means of

very effective teaching/learning, because each participant dedicates one or more days to work
intensively in a certain product. This well-organized method allows for obtaining
direct experiences," being a technique widely used in our field. It requires a use
correct timing for its development, considering it from the call period and the
duration of the workshop.

The extension worker is required to do work before, during, and after the workshop. In each of these
instances, there is a set of activities that must be carried out; among which the following stand out
conclusions and recommendations.

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 Extensionist Manual

EXAMPLE

Workshop of the producers' associations, where

they address common themes, in which spaces are generated
participative and it is proposed that they be analyzed in each
group the problems and possible solutions.

Once this phase is completed, each work group

he presents his ideas and they are discussed in the plenary and
they agree on the conclusions.

FRAME

It's a meeting with a moderator, in which a limited number of experts or specialists make
short presentations on a topic. Ideally, each component of the table represents a
group or different discipline.

The report provides the group with a series of documented opinions on a specific topic, giving
opportunity for the formulation of questions among the participating components. The moderator
must be energetic, with the ability to call for order and ensure that each presenter has
enough time and control the time allocated for questions and answers.

Colloquium

It is a modified version of the panel, in which three or four experts discuss a specific topic.
Attendees can express their opinions, raise issues, and ask questions. The degree of
The intervention of the listeners in the colloquium is greater than that of the panel.

SYMPOSIUM

It consists of a meeting where two or more experts present brief papers on a

determinedtheme.

Itisfundamentallyforaprofessionalinformationalmeeting,whereitisnotexpected.
the exchange with the listeners.

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 Extensionist Manual

SEMINAR

It is a specialized meeting on technical topics and

specific academics, where the presenters are
invited to interact and present their papers on
according to the capacity and experience in the area
thematic treatment.

The exposition is theoretical based on experiences

practices.

2. Tools

It falls within the dialectical theory of knowledge: always starting from practice, what the
People know, live, and feel. Their validity lies in their use based on a goal. They are instruments.
in the training process (the pedagogical resources), which facilitate participation and the
diversestrabajos. One of the most used is diagnosis and planning.

2.1. Participatory rural diagnosis

The Participatory Rural Diagnosis (PRD) is a set of techniques and tools that allows
that communities conduct their own diagnosis and from there begin to self-manage their
planning and development.

In this way, participants will be able to share experiences and analyze their knowledge, at
find better ways to improve your planning and action skills.

The DRP aims to develop research processes based on the conditions and possibilities of
meta group, based on its own concepts and criteria of explanation. Instead of
confront people with a list of previously formulated questions, the idea is that they
Participants analyze their situation and evaluate different options to improve it.

The intervention of the people who make up the team that facilitates the DRP should be minimal,
Ideally, it boils down to providing the tools for self-analysis for the
participants.

The aim is not only to collect data from the target group, but for it to initiate a process of self
reflection on their own problems and the possibilities to solve them.

The main objective of the DRP is to support the self-determination of the community through the
participation and thus promote sustainable development. The diagnosis as a technique is developed
in greater detail in Chapter III of this manual.

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2.2. Planning

Planning is one of the basic tools for group/community work. To plan

is to think and organize activities, means, and resources, to achieve a specific goal or objective in
a determined period.

A plan is a path that we draw to change a situation in which we find ourselves to

improve it.

THE SPARTICIPATORY PLANNING WHEN

THE MEMBERS OF AN ORGANIZATION HELP TO:

Identify the problems and needs they have.

Discuss the actions and activities that will help solve those.
problems.

Define (decide) the steps that are going to be taken.

Decide who will carry out the different tasks necessary for the completion.
of the plan.

Implement the actions and activities.

Analyze and evaluate the results obtained from the action.

This leads us to involve the effort of the entire group or community in the process and not
only of isolated people.

This methodology provides us with elements for the group to be more aware of the reality of the
problems faced; that it is possible to jointly decide on clear goals and objectives regarding
where one wants to get, choosing the best path to a solution.

There are two levels of planning: strategic planning, which is more comprehensive and long-term, and
the more precise and short-term operational planning.

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 Extensionist Manual

STEPS OF A PLANNING
This instrument or tool, which as such does not have an end in itself, implies a
logical process that can be described in terms of the following basic steps:

b c
OBJECTIVES STRATEGIES
a d
DIAGNOSIS ACTIVITIES

e
ORGANIZATION
i OFWORK

EVALUATION f
RESOURCES
h g
EXECUTION WHERE AND
WHEN

a) Diagnosis.

What is the reality? Baseline, initial situation. At the first moment we face
a real situation, in front of which we want to do something to modify it, we are going to plan for
We want to change this situation. For this, we need to understand our reality in depth.
For this, we conduct an analysis of reality -diagnosis- of the situation as it is and the causes.
that originate it. It is advisable that the analysis is as comprehensive as possible, in which participate
everyone involved.

This instance should be framed within a territorial vision whose components

contain the different characteristics of the territory; among them we can highlight the
multidimensionality (economic, social, cultural, environmental, religious, and political), and the
multisectorality of the territory, delving into the state of development of the area
productive and we are interested.

b) Objectives.

Set the goals. In this second moment, we define as clearly as possible what
we aim to achieve what we want (and can) do by setting our course.

There are general objectives that are more comprehensive, the common goal of a set of others.
specific, these are the concrete products we want to achieve. For example, a goal
The general goal is to strengthen aquaculture in the district. From this objective, we can think of some
how to make the committee produce fish for self-consumption and sale
surplus; improve the dietary food of the families of the committee members, etc.

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 Extension Worker Manual

c) Strategies.

How to achieve those goals? It is about looking at the 'how', that is, the path we must follow.
to achieve our goals. There are usually several alternatives, here we must resolve which of
we consider it the most suitable.

d) Activities.

What are we going to do? Based on our diagnosis, the objectives set, and the
strategies outlined, we define the activity/activities.

e) Organization of work.

Name the responsible parties. Agree in the group or organization who are the responsible parties of
carry out each activity, ensuring that everyone participates, with a distribution criterion of
these responsibilities. It is necessary to clearly establish the roles and functions of each one, associated with the
skills and knowledge of each one.

f) Resources.

What are we going to do? It is about calculating the resources that are necessary to carry out or
specify the activities (that is, what we need, in what quantity, how much it costs, etc.).
own resources that we have and organize the management of the resources that we do not
we inform, to whom it may concern (to budget).

Where and when.

Set the place, date (day and time) when the activities will take place.
Create a schedule.

h) Execution.

Let's get to work. It consists of putting the activities into practice. It often happens that they arise.
unforeseen situations, in which case it is necessary to adjust the planning accordingly to the
reality.

i ) Evaluation.

Review of the planning. It consists of reviewing what has been done, whether the desired was achieved, how it
reached, because the project went in such a way

It is necessary to overcome the evaluation as control, in order to orient it towards the improvement of the practice.
Generally, there are two moments for evaluation; the first of them occurs during the process,
When we are in the middle of the execution, to adjust, improve, modify, etc.

A second moment at the end of the process, where emphasis is usually placed on the
evaluation of the results.

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The simplest mode of evaluation consists of identifying achievements and difficulties, and proposing
the suggestions for improvement. The situation should be taken into account at the time of evaluation.
initial, from where we start.

Indicators can be set to achieve an objective evaluation within the framework of planning.

[Link]
They serve to facilitate processes of reflection, discussion, and analysis. Enrich and enhance the
collective knowledge, both in its development and practice, is intended to generate a
change of attitude.

In order to better understand the importance of participatory techniques and the objectives
that are pursued with them, the following two classifications are indicated, one that classifies
to the techniques according to the senses that are used for communication, and another that is more of a
grouping of techniques according to the main objective of participatory techniques.

3.1. Classification according to the senses used for communication

a) TECHNIQUES OR EXPERIENCIAL DYNAMICS EXAMPLE

They are characterized by creating a fictitious situation.

where people get involved, react and
they adopt spontaneous attitudes. These techniques
They can be used to encourage conducting an analysis.

Examples of these techniques are 'Split figures or

Presentation in pairs and Game of the
memory, respectively.

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b) TECHNIQUES WITH PERFORMANCE

EXAMPLE
They are characterized by body expression, through
which represent behavioral situations
and ways of thinking, for example sociodrama, the
puppets, etc.

c) AUDITORYAND AUDIOVISUAL TECHNIQUES

EXAMPLE
They are characterized by the use of sound or of the
combination with images, for example the
Radio drama, the diaporama, the projection of
videos, etc.

These techniques allow for the contribution of elements of

additional information and/or enrich the analysis and
reflection on a topic.

d) VISUAL TECHNIQUES

They are the written techniques and the graphic techniques. The EXAMPLE
First refers to all material that uses the
writing as a central element (for example
paperboard or group work), whose
the characteristic is that the final product is the result
directly from what the group knows, thinks or understands about a
determinedtheme.

Graphic techniques refer to all material that

it is expressed through drawings and symbols, by
ejemplo “mapas parlantes”, “dibujos”, “afiches”,
etc.

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3.2. Classification according to the objectives of the techniques

Taking into account the general objective to be achieved with the use of different techniques,
In this manual, the following three groups of techniques have been handled:

a) PRESENTATION AND ANIMATION TECHNIQUES OR DYNAMICS

Presentation techniques allow participants to introduce themselves to the group.

to the other participants, creating in this way a brotherly, participatory, and horizontal environment
in the training work. Generally, these techniques are experiential dynamics because
all members of an event participate. As an example of the variety of these techniques,
they indicate the broken figures (or presentation in pairs), shelling corn, the spider web, etc. The
Icebreaker or animation techniques are designed to maintain an atmosphere of trust.
and safety for the participants, allowing them to actively participate during the processes of
teaching-learning.
EXAMPLE

An example of these techniques is 'the ship is sinking', 'the

currency,” etc. Generally, the techniques of this group
they are characterized by being active, which allows for relaxation
the participants, involving the group and making it noticeable
that in the development of each of these techniques is
present the humor.

b) ANALYSIS AND DEEPENING TECHNIQUES OR DYNAMICS

This group of techniques includes a series of experiential, acting, and audiovisual techniques.
and visuals. The main feature is to allow for deeper analysis and reflection.
the knowledge about a developing topic. In this way, these techniques allow for
participants to assimilate and understand more objectively the importance of any given topic,
in addition to encouraging them to express their own ideas on the subject.
EXAMPLE

Examples of them are the "talking maps", the "box of

erosion

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c) EVALUATION TECHNIQUES OR DYNAMICS

These techniques allow for the evaluation of some indicators of a developed event, with the purpose
to improve the organization of similar events in the future. Among the indicators that are evaluated
through them, the participation of the attendees, the methods and techniques are outlined
employees, the performance of the technicians, the clarity and understanding of the topics, the interest
woken up by them, among others.

The opinions of the participants revolve around the things they liked and those they did not, the
things they would propose to improve or incorporate, the usefulness of the event and the commitment or attitude that
will take as a consequence of it.

EXAMPLE

Examples of these techniques are the faces, the ball

question, the email, etc.

4. Use of media for teaching in rural extension

In addition to interpersonal or face-to-face communication methods, extension work

can be strengthened or complemented by the use of different means of communication, such as the
radio, newspapers, magazines, television, websites, video, movies, presentations in
multimedia, slides, exhibitions or samples and printed material. These media are very
useful either for reaching many people simultaneously, or as a resource
complementary in the teaching-learning process.

The use of some mass media requires specialized knowledge.

of professionals. Few extension agents will be able to produce radio programs and videos, or
use web means; however, the extensionists can complement themselves with people who
they work in the media to contribute to its use in favor of
its objectives.

The following will present some of the main characteristics of some of them that
They can be used by extension workers in their intervention strategies.

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4.1. Print media

The expression 'print media' is used to encompass the communication techniques that are
it is fundamentally based on combinations of printed words and graphic images. For
to use them effectively, one must consider the educational level and literacy rate of their
addressees.

Extension programs can adopt a broad and creative approach to the ways of
use printing methods to disseminate informative material.

A) PERIODICALS

Theyvarygreatlyintermsofthereadersandtopicstheycover,astheyrangefromthelargeurbannewspaper
the small school or community newspaper. They are published by state and private entities,
educational and other types (sometimes extension organizations), are important channels of
information for the extension.

Through this medium, information of interest can be received and transmitted, such as articles,
news about events, technical information, descriptions of production processes, etc.

B) MAGAZINES

The magazine is a graphic medium for periodic publication, generally weekly or biweekly,
monthly or bimonthly, is aimed at a specific interested audience. The magazines contain the
news already made known and incorporate additives that complement it, the writing and design are
more stable, therefore the reader has more time to read it. It has more space allocated to
A chart that corresponds to the text. It is among the most expensive means.

C) BULLETINS

They are handwritten, typed, or digitally written copies. An inexpensive and effective way to reach the
reader. The content should be brief, it can have a more local and specialized character. In a
Bulletins should use short phrases and simple words.

Being quick to read, it adapts very well for using other languages or dialects that are employed.
in the communities. It often contains texts, photos, graphics, tables, which are generally attractive
or striking to the eye. Generally, they are correlatives, serials, periodicals.

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D) LEAFLETS

They contain a clear and defined message about a specific topic, they do not replace the brochure but
highlight and emphasize a goal. Attention is required in the design according to who it is aimed at.
It has to be eye-catching, pleasant to the eye, and easy to understand.

In rural extension programs, simple or folded sheets can be used. For example,
flyers; single sheet without folding
in three parts, in quadrants; folded sheets in four parts.

E) BROCHURES

They are printed descriptive media for dissemination, not newspapers and of little length, with more than
four pages and less than fifty.

According to the recipients, different writing styles are used, simpler and
popular ones aimed at producers and more scientific ones aimed at technicians. They can be used together
with other visual elements in important campaigns.

Due to their low cost, they can be distributed at meetings and fairs, and they are useful for completing information.
(separated) about broader publications, since it is not practical to reprint the entire
information. They serve to explain the advantages of a certain technique or innovation
technological.

F) POSTERS

They are sheets of paper, cardboard, or other material with an illustration and with a brief and simple text.
They can be informative and educational. In the educational posters, images predominate more.
accompanied by brief texts emphasizing the themed infographic.

Its purpose is to capture the attention of the passerby, highlight a fact or an idea, and stimulate them to...
support, get more information about it, or do something about it. Generally the
producers dedicate just enough time to identify it, like they do with an object
current; if there is something in it that catches your attention or piques your interest, the producer will
observe more closely. This principle is the basis for the design and use of posters, such as
help in the teaching of rural extension. Currently, banner-type signage is used
(banner), as advertising space, of the portable type.

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G) BLACKBOARD

An easy and economical medium to use, it employs a marker or chalk and the board, extension workers can
reaches its producers, serving as a mural. It turns out to be a medium that everyone
they know and that at some point was related to their learning; this generates that it is
Noticeable, well-known and usually observed.

It is advisable to place the boards in high-traffic areas, where most people pass by.
We want you to read them; that the letters are large, visible, and legible from a distance.

H) POSTER

Posters are a good visual aid due to their bright colors, but like other media
oriented towards teaching, they should not be used exclusively, but should be part of a
general program or educational campaign. They are temporary, used to motivate the
producers, to show them some topic, will help to remember.

4.2. Audiovisual Media

They are the methods of communication that are based on the sense of sight or hearing. Alone or
combined, offer special advantages for those who cannot read and reach all kinds of
people. The audiovisual media used can be:

A) RADIO

It is one of the most valuable mass communication tools for extension workers, because
various reasons. It has an immediate character, so radio programming can
quickly adapt to new circumstances. It reaches a large number of
people, to the listeners in the most remote areas, even when there is no electricity. Transmits
the warmth of the human voice and overcomes the barriers that printed media encounters. It generates
motivation and instant interaction between the listener and the sender. One of the great advantages of the
Radio can be listened to while simultaneously carrying out other activities.

Extensionists believe that radio produces enormous results at the local level in the dissemination of
local problems, solutions, and activities. It has been seen that they yield good results.
broadcasts about successful experiences; however, it is not the most suitable for teaching
methods since the message is not retained for a long time.

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B) TELEVISION

Television broadcasts offer extension workers many good opportunities for

message transmission, since in addition to speaking, the extension agent can perform
demonstrations of methods or a series of demonstrations of results through images.

All kinds of visual aids such as diagrams, charts, real objects, and whiteboards can be used.
to enhance the effectiveness of teaching via television.

Television has great power of diffusion, promotion, and high impact, due to its strong component.
attractive that captures a large number of people in a short time. Everyone watches.

C) VIDEOS

With the arrival of different information media, such as 1/2' VHS videos, records
CDs, DVDs and USB drives have increased the possibilities of dissemination.
audiovisual productions as supplements to training and other strategies of
promotion.

D) Slides and Filmstrips

The slide presentation or slides was one of the most popular visual aids used in
the past and that is still used exceptionally in the rural area, due to the fact that only
a slide transmitter is required.

Among the limitations of slides are the lack of movement and live narration that
generally required.

E) TRANSPARENCIES

The transparency projector is used to project illustrations that serve as aids.

for the presentation, especially of charts and figures.

The advantage is that it can be used in normal daylight conditions and projection rooms.
They do not need obscuring. Another advantage is that the transparencies are easy to prepare.
where the presenter can draw or write directly on the white acetate sheets or
color.

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F) EXHIBITIONS AND SAMPLES

They are acts of communication before the public, where there is an attempt to present expressed ideas.
orally or through images, objects, posters, videos, etc. To expose is much more than to display, without
embargo, sometimes they coincide.

When one presents, they are subject to interpretation, commentary, or criticism. They gather certain
characteristics of the poster, the main differences are that the samples and exhibitions
they tend to be larger and more detailed.

Just like with posters and flyers, the purpose pursued with the exhibitions or
samples, it is to attract people's attention, stimulate their interest in the exhibited object and perhaps
motivate her to act in a certain way. More importantly, it communicates information.
more detailed than that of a poster.

They are generally placed in markets, fairs or in areas where people walk slowly.
exhibitions and displays attract and hold attention much longer than posters.
The observation time will depend on whether the exposure is placed separately, in an open location.
closed enclosure.

G) WEBSITE www
It is a website that contains documents, in the form of texts and/or graphics, videos, audio and
other dynamic materials, which appear as digital information on the screen of a
computer.

Its main characteristic is hyperlinks; it is very interactive. The internet is a network of

global character, which allows users to access information that can be generated in
distinct places in the world.

H) EMAIL

It is a useful tool in areas where access to the Internet is available.

Its advantage is the low cost, the speed of shipping, and the possibility of communicating with people without
to be bothered is to look for something far away physically.

In addition, images, documents, and various attached files can be sent.

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I) TEXT MESSAGES

Short messages can be sent through cell phones to invite to meetings,

pass notices or issue alerts to the population.

They have the advantage of immediacy. Furthermore, in many places in rural areas, it is one of the few
communication tools available.

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