The methods that correspond to this mode are any kind of formal
or informal discussion session held with farmers on such occa-
sions as field days-or within women's groups or 4K clubs.
Action




 Educator









The final phase of the illustration is an example of the communi-
cation mode in which learning is action-based.
Here, the educator's role is primarily one of choosing an activity
for the learners to engage in, and then "managing" that activity
(1).
The learners engage directly with the subject matter-which can
be a simple activity like using a hand sheller, or a complicated one
like conducting a survey. They learn through the experience, as
they explore, practise, discover or problem solve (2).
Often in such situations the educator faces an interesting choice,
symbolized by the dotted line. Does he remain outside the action
as manager--only intervening if the learners need his guidance-
or does he engage in the experimentation with the group? (3).
The methods that make up the action-based mode of communica-
tion are any kind of experimentation or practice engaged in di-
rectly by the learners.
Though each of these three communication modes do have their
distinctive characteristics-and at any moment of an extension
activity it is possible to clearly identify which one is operative-
nevertheless, any extension event is likely to include more than
one mode.
In the illustration, as we have seen, the session begins with a
presentation, moves into discussion and concludes with action.