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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