Tag Archives: emergent platforms

Open-Source Platforms and the Future of Cooperative Extension

The key to Extension’s survival can be expressed in one word: platforms.  Social media adoption is critical to our future, but it is only the first step toward the overriding goal of learning how to build the most generative, open-source platforms of the twenty-first century.  Please see my new Alabama Extension publication (EX-128) titled  “Open-Source Platforms and the Future of Cooperative Extension” and view my recently posted youtube video, which is featured below:

Extension as an Emergent Platform — and What It Means for Our Future

London Skyscraper

Extension's challenge in the 21st century: Foster optimal conditions for the formation of the most generative platforms of the future.

I’ve mentioned before that I think Steven Johnson’s recent book, Where Good Ideas Come From: The Natural History of Innovation, should serve as a primer for Extension’s transformation into a 21st century knowledge organization.

Our transformation rides on how well we grasp the central lesson of this book: that many of the greatest intellectual advances in history have been generated by emergent platforms, the complex systems that arise from relatively simple interactions.

Cooperative Extension is one such platform — one that has not only advanced human knowledge but that has also provided the basis for other emergent, highly generative platforms.

As Johnson stresses, much of our understanding of emergent platforms stems from what we’ve learned from software design and Web development.

He notes that the most generative platforms come in stacks. One of history’s most significant examples of such a stack is Tim Berners-Lee’s ingenious innovation, which we know today as the Worldwide Web. Indeed, the Web is a kind of archeological site comprised of layer upon layer of platform made possible by the Internet’s open protocols — small wonder why “platform stack” is now a term commonly used in modern programming circles.

Other stacks followed the Web, notably youtube, which was stitched together with elements of the Web, Adobe’s Flash platform and the programming language Javascript, Johnson observes.

Yet, similar kinds of platform occurred long before the Web.  Johnson relates the story of two young scientists at the Applied Physics Lab at Johns Hopkins University whose responses to the Sputnik crisis produced one of the most generative platforms in history, one that contributed to GPS and, ultimately, to many of the technologies that define 21st century life.

Cooperative Extension is a highly generative platform in its own right. Indeed, speaking as an Extension history buff, I’m struck by the stark resemblance of Extension’s development to that of the Worldwide Web and accompanying Web 2.0 platforms.

Extension is one layer of a considerably dense platform stack, built upon the Experiment Station platform as well as farmer institutes, which, in turn, were constructed on the older agricultural society model.  Extension also borrows heavily from other platforms, including the “university Extension” model begun in England in 1866.

In another stark similarity to 21st century Internet platforms, Extension was shaped by late 19th and early 20th century forerunners of hackers — and, yes, I’m using this term in the commendatory rather than the derogatory sense —self-taught laypersons, beginning with Seaman Knapp, who helped refine and retool outreach methods, much as 21st century hackers have stepped up to enhance the usefulness of everything from Google Maps to Twitter.

In generative terms, Extension turned out to be one of the most valuable platforms of the 20st century, producing or contributing significantly to a host of other platforms.  Boll weevil eradication, which provided the basis for other platforms — crops entomology, crop dusting, crops scouting, to name only a few — is one of the greatest examples.  Other platforms that were built off Extension or that borrowed significantly from it include the U.S. Farm Bureau system, public health education, applied home economics, 4-H, the U.S. Soil Conservation Service (now the Natural Resources Conservation Service), and community resource development.

I’ve spoken in the past of the need for a radical overhaul of our outreach model.  But radical in this context does not imply thoroughgoing or wrenching insomuch as a harkening back to our roots.  Extension educators were building open-source, highly generative platforms long before this term or the underlying concept were conceived.

Our challenge will be to foster the most optimal conditions for the emergent platforms of the future — platforms efficient and generative enough to thrive within this the highly demanding 21st century knowledge environment.

Here’s the good news: Our transformation, while far from easy, is simple — simple in the sense that it requires an understanding of where we have been in order to understand where we’re going.  Despite numerous setbacks of late, we possess an institutional legacy that uniquely equips us with this understanding.

Colleagues have asked me why I remain doggedly optimistic in the face of all this cutting and downsizing.

This is why.

Sputnik Lessons for Cooperative Extension

Artist's rendering of Sputnik orbit.

Sputnik sparked a crisis as well as one of the most generative emergent platforms in human history.

Monday, October 7, 1957, was a day of bewilderment mixed with a generous but subdued measure of geekish awe at the Applied Physics Laboratory at Johns Hopkins University.

Americans had been confronted the previous weekend by newspaper headlines announcing the successful Soviet launch of Sputnik.

As science writer and bestselling author Steven Johnson relates in Where Good Ideas Come From: The Natural Science of Innovation, APL scientists spent the following Monday reflecting on this troubling event and discussing the implications for the arms race and for the future of U.S. scientific leadership.

Somewhere along the way, in what turned out to be one of the most far-reaching “AH HA!” movements in human history, two young scientists, William Guier and George Weiffenbach, realized that they could use equipment in APL’s inventory to track Sputnik’s microwave emissions.

This insight soon led the young scientists to another discovery: that they could use the Doppler effect to calculate the speed with which Sputnik was moving through space.

Guier and Weiffenbach were on the verge of what they later recalled as “the adventure of their lives,” only they didn’t know it at the time.

Several months later, they were asked by an APL administrator to subject this insight to reverse processing — in other words, to determine if the position of a receiver on the ground could be calculated based on the precise location of an orbiting satellite.

In a manner of speaking, the Soviets ended up being hoisted on their own technological petard.  This reverse processing not only proved to be achievable but also provided the basis for using satellites to navigate nuclear-powered Polaris submarines.

Less than a generation later,in the tragic aftermath of the Korean Airlines 007 crash in 1983, President Reagan declared that satellite-based navigation would become a “common good” open to civilian use to avoid similar tragedies — not to mention, potential nuclear crises —in the future.

In only a short time, this system acquired its current name — GPS — a common good that has provided critical guidance for everything from mobile phones to precision agriculture.

While scarcely aware of it, Guier and Weiffenback had begun initial construction on what Johnson describes in his book as an “emergent platform,” one that has benefited human beings in ways scarcely imaginable a half century ago.

There are a couple of lessons here for Extension educators.  First, much like Guier and Weiffenbach, we have constructed our own emergent platforms within the last century.  Much like the platform that grew out of the Sputnik crisis, these have produced their own far-reaching effects.

One notable example: The emergent platform that developed from efforts to control boll weevil outbreaks in cotton and that led to a wealth of innovations, including row-crop entomology, cotton scouting, crop diversification (notably the introduction of peanuts) and aerial spraying, which, in turn, led directly to the formation of the commercial airline company, Delta.

In fact, the platform that grew out of the Boll Weevil crisis was an unusually generative one  in terms of how information has been recycled and used for other purposes— something we should bear in mind as we reconstruct the new Extension outreach model.

Johnson’s Sputnik account presents Extension educators with another critical insight: Our success in the 21st century will depend on how well we create ecologies of openness — on how well we optimize the conditions for similar highly generative emergent platforms of the future.