Plant a virtual garden

Plant a virtual garden


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Plant a virtual garden like one grown in someone's living room or a botanic greenhouse. Grow from seed and tend your orchid, tomato, bamboo or strawberry plants. Water and feed your plant. Click and drag any object in the garden. Many new gardeners are exploring virtual worlds through sites like Second Life and Small World 2. Have fun with these sites. Work with your plants to help them grow in virtual gardens.

15/07/2012

Recently, one of the other directors who collaborated on the museum's PGRE program noticed that, in my

previous post, I had not given my students all the information necessary to complete

their art projects and, for that, I was sorry. To rectify this shortcoming, I

created a new blog, Plant a Virtual Garden, which includes additional

explanation of the projects and some online resources and links that might be of

use to the students in completing their PGRE projects.

Although my former post was about using an online site to make and keep the PGRE

labels, the students could still download the labels and labels as pdfs from the

plantsite I had listed as an example of such a site.

The above link takes you to my Plant a Virtual Garden blog, a completely new site that will be filled with resources, links, information about virtual gardens, and more.

15/03/2012

I am happy to report that the PGRE's Planting the Garden: Where

You Live online site (which was originally intended as a site for the GAR

project) is now functioning. The major revisions are the addition of virtual

garden components and the new URL: http://plantagame.hub.jm.org

(examples of virtual gardens using free software, additional information about

PGRE, links to websites with resources, and links to resources about the many

editions of the original Electronic Laboratory Manual.

The site has three main components: it has resources that the students can use

to start planting a garden at home, it has a blog that will record the progress

of the gardens over the course of the summer and the installation of the Garden

Interpretation project at the museum, and it will contain the online resource

created by the students to document their experiences with the project. The

journal will be shared with all the participating students as well as the

principal investigator of the project.

12/02/2012

In our PGRE project, the GAR, we met with residents in a local community to

conduct interviews with them about their home gardens. Our goal was to learn

from these conversations about how they managed and maintained their gardens,

and we documented that learning in our Garden Interpretation project. Nicméně,

the nature of our interviews with community residents was very narrow and did not

capture the whole range of gardening experiences that we hoped to learn about.

We decided to broaden the scope of our interviews and the range of our work,

and, as the result, developed the concept of "virtual gardening." Virtuální

gardening describes the concept of living in a virtual world through a program

like Second Life or Small World 2. That is, we brought the concept of virtual

gardening into the homes of the community residents who we interviewed.

Through this PGRE project, we wanted to explore the meaning of gardening for our

participants and to make gardening visible through participatory action, which is

to use gardening as a model for teaching practices. In the book Learning

Curve: Developing Active Learners for Project-based Learning (Reed

2012), the authors suggest that "the key to learning through PD" is for "a

learner to imagine themselves as a PD agent and to take charge of their own

learning" (p. 17). We had the residents of the community engage in our project

because we believed that it would allow them to use gardening as a model for

their own learning. In this manner, the residents were participating agents

becoming active learners. We designed this project as a "learning environment"

in which the community residents were in a safe learning environment, in which

they were given the opportunity to explore, take charge of their learning, and

přijmout opatření.

The project began with interviews with the residents about their gardening

practices. These interviews were intended to capture some of the concerns

common to most residents of a community garden (e.g., cost of tending the garden,

time required, maintenance) and ask them to describe what was meaningful to them

about gardening. We were hoping that some of the residents who were in their

yards, cooking or watching television when we approached would share some

interests and concerns in common with the gardeners in our books. (např.,

Vaření, zahradnictví, dobrovolnictví ve svých komunitách).

Rozhovory jsem zahájil tím, že jsem položil obyvatele otázku: „Co to znamená

pro vás do zahrady? “Odpověděla jedna žena:„ Pro mě to znamená, že zahradnictví je o bytí

Venku, sledování rostlin roste. Vidí, že ovoce roste na rostlině,

Možná to vidím květ. Být venku, dívat se na růst ovoce, je to jen

něco, co tě prostě dělá šťastným. “Pak jsem se zeptal:„ Co je to poprvé

že si vzpomínáte, že si všimnete, že se vám líbí zahrada? “Řekl jeden z mužů

Příběh o tom, jak vyrostl na farmě a musel pomoci se zahradou. "Moje matka

Řekl bych, že bych se dostal do zahrady a zůstal bych tam tak dlouho, že my

musela by jí zavolat: „Matko, co děláš v zahradě

Tim? Zavolám ti, ale chvíli počkám, než ti zavolám. “Zeptal jsem se, jestli ona

naučil ho cokoli o zahradnictví a muž řekl: „Miloval jsem práci v

zahrada. Rostliny mě vždy fascinovaly a jak fungují. “Zeptal jsem se také,

„Můžeš mi říct, jak dnes zahradu?“ Jedna z žen odpověděla: „Žiji v

Severní Karolína, takže opravdu nemám zahradu. “Další žena odpověděla:„ Ne

gard


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