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Botanic Gardens Conservation International Education Review
Volume 11 • Number 1 • May 2014
Transforming audience
experience: botanic
gardens going digital
• ‘Hot-wiring’ the future of botanic gardens
• Is there a place for screens in a garden?
• A digital library for plant education
• Virtual field trips
• The use of on-line & blended learning for
capacity building
Communities in Nature:
Botanic gardens have always brought people closer to nature. As our world grows steadily
more urbanised, they remain uniquely placed to support communities towards greater
environmental awareness, sustainable living and social inclusion.
BGCI's all new Communities in Nature portal allows you easy access to information
and resources which will help your institution to re-examine its mission and roles within
a framework of social responsibility.
www.bgci.org/education/communities_in_nature
Use our mapping applet to explore case studies that highlight the creative ways botanic
gardens are growing their social role all over the world.
www.bgci.org/education/community-projects-map/
Supported by
Volume 11 • Number 1
02 First word: Going Digital
Asimina Vergou,
Botanic Gardens Conservation International
EDITORS
Asimina Vergou Head of Education
20
Liliana Derewnicka Education Officer Virtual field trips: Bringing
The virtual garden: ‘Hot-wiring’
06 botanic gardens to the classroom
Cheri van Deraa, Chicago Botanic Garden,
Forthcoming Issue the future of botanic gardens Chicago, U.S.A
Volume 11 Number 2: Art in the gardens
Abstract submission date: 15 July, 2014 Marcus Ragus, Royal Tasmanian Botanical
Full article submission date: 5 September, 2014 Gardens, Hobart, Tasmania
Cover Photo: Gardensculpture, art installation by Dieter and
Björn Roth, (1964) exhibited at Hamburger Bahnhof, Berlin
(Øystein Nilsen)
Design: John Morgan, www.seascapedesign.co.uk
BGCI would like to thank the co-editors for their work in
the production of Roots
For the French Section:
Thierry Helminger - Musée national d’histoire naturelle,
Luxembourg
Loïc Ruellan – Conservatoire Botanique National de Brest,
France
Anne Lindsey - France 23
Allison Marshall – France Is there a place for screens in
Réjane Brun – Bordeaux Botanic Garden, France
For the Spanish Section:
09 a garden? Angela McFarlane, King’s
The engaging botanic garden: College London
Veronica Franco - Jardín Botánico Regional Xíitbal neek,
Mexico Technology making learning easier
Orlik Gómez García - Jardín Botánico Francisco Javier
Clavijero, Mexico
Zhe Zhang, Chenshan Botanical Garden,
Maricela Rodriguez - Jardín Botánico de la BUAP, Puebla, Shanghai, China
Mexico
Olive de la Puente Blanca - Real Jardín Botánico Juan
Carlos I Universidad de Alcalá, Spain
For the English Section:
Jan Chamier
Roots is published by Botanic Gardens Conservation
International (BGCI). It is published twice a year.
Membership is open to all interested individuals,
institutions and organisations that support the aims
of BGCI.
Further details available from:
27
The Power of Technology:
• Botanic Gardens Conservation International, Descanso The use of on-line & blended learning
House, 199 Kew Road, Richmond, Surrey TW9 3BW
UK. Tel: +44 (0)20 8332 5953, Fax: +44 (0)20 8332 5956 for capacity building Leigh Morris,
E-mail: info@bgci.org, www.bgci.org
• BGCI-Russia, c/o Main Botanical Gardens, 12 Royal Botanic Garden Edinburgh
Botanicheskaya st., 4, Moscow 127276, Russia. Apps in botanic gardens: Dos and
Tel: +7 (095) 219 6160 / 5377, Fax: +7 (095) 218 0525,
E-mail: seed@aha.ru, www.bgci.ru Don’ts Hanneke Jelles and Paul Keßler,
• BGCI-Netherlands, c/o Delft University of Technology Hortus botanicus, Leiden, The Netherlands
Julianalaan 67, NL-2628 BC Delft, Netherlands
Tel: +31 15 278 4714 Fax: +31 15 278 2355
E-mail: l.j.w.vandenwollenberg@tudelft.nl
www.botanischetuin.tudelft.nl
• BGCI-Canarias, c/o Jardín Botánico Canario Viera y Clavijo,
Apartado de Correos 14, Tafira Alta 35017,
Las Palmas de Gran Canaria, Gran Canaria, Spain.
Tel: +34 928 21 95 80/82/83, Fax: +34 928 21 95 81,
E-mail: jmlopez@grancanaria.es
• BGCI-China, 723 Xingke Rd., Guangzhou 510650 China.
Tel:(86)20-85231992. email: Xiangying.Wen@bgci.org
www.bgci.org/china
• BGCI-Colombia, c/o Jardín Botánico de Bogotá,
Jose Celestino Mutis, Av. No. 61-13 – A.A. 59887,
Santa Fe de Bogotá, D.C., Colombia. Tel: +57 630 0949,
Fax: +57 630 5075, E-mail: jardin@gaitana.interred.net.co,
www.humboldt.org.co/jardinesdecolombia/html/la_red.htm
• BGCI(US) Inc, c/o Chicago Botanic Garden, 30
1000 Lake Cook Road, Glencoe, Illinois 60022, USA.
E-mail: usa@bgci.org, www.bgci.org/usa 16 Online learning at Longwood
Floratheca: A digital library for Gardens – ever growing Susan Caldwell,
BGCI is a worldwide membership organisation established in
1987. Its mission is to mobilise botanic gardens and engage plant education Marcin Zych and Longwood Gardens, Pennsylvania, U.S.A
partners in securing plant diversity for the well-being of Krystyna Jędrzejewska-Szmek, Botanic
people and the planet. BGCI is an independent organisation
registered in the United Kingdom as a charity (Charity Reg No
1098834) and a company limited by guarantee, No 4673175.
Garden Faculty of Biology, University of 33 Educational resources
Warsaw, Poland for botanic gardens
BGCI is a tax-exempt 501(c)(3) non-profit organisation in the
USA and is a registered non-profit organisation in Russia.
Opinions expressed in this publication do not necessarily
reflect the views of the Boards or staff of BGCI or of its
members.
BGCI • 2013 • Roots • Vol 10 (2) 01
Premier mot : L’adoption du numérique
Primera palabra: rumbo a lo digital
First word
Going digital
ENGLISH FRANÇAIS ESPAÑOL
hat is the common denominator uel est le dénominateur commun ¿ uál es el denominador común entre
W amongst a digital library of
botanical drawings in Poland, a
Q entre une bibliothèque numérique
de dessins botaniques en Pologne, un
C una biblioteca digital de dibujos
botánicos en Polonia, un microblog que
microblog supporting visitor’s artwork in microblog qui soutient les travaux apoya el trabajo artístico de los
a garden in China, a virtual field trip on artistiques des visiteurs dans un jardin visitantes de un jardín botánico en
invasive species in the US and an app en Chine, une sortie pédagogique China, un viaje de campo virtual de
developed for a garden through a virtuelle sur les espèces envahissantes especies invasoras en los Estados
partnership with a 12-year old techno aux États-Unis et une appli développée Unidos y una aplicación desarrollada por
whizz? These are all examples of how pour un jardin par le biais d’un un jardín tras 12 años compartidos con
botanic gardens around the world use partenariat avec un jeune prodige de la un viejo fenómeno tecnológico? Estos
technology to engage with their technologie âgé de 12 ans ? Ces son ejemplos de cómo los jardines
audiences in new ways. exemples sont tous représentatifs des botánicos del mundo utilizan la
manières dont les jardins botaniques à tecnología para atraer a sus audiencias
Digital technology is changing how we travers le monde utilisent les de una nueva manera.
live and communicate and is also technologies pour collaborer avec leurs
profoundly altering our brains, how we publics de façons innovantes. La tecnología digital está cambiando la
think and how we learn. Botanic gardens manera en la que vivimos y nos
are responding to this fast pace digital La technologie numérique transforme nos comunicamos, y también está cambiando
age by exploring the use of different manières de vivre et de communiquer, et profundamente nuestros cerebros, la
types of technology; on-line courses, change aussi profondément notre manera en la que pensamos y en la que
mobile apps, social media, websites and intelligence, notre façon de penser et aprendemos. Los jardines botánicos
specialized software for educational d'apprendre. En réponse à cette ère están respondiendo a este tránsito a la
projects help gardens to enhance visitor numérique qui avance à vive allure, les era digital explorando el uso de diferentes
experience on-site and allow them to jardins botaniques explorent l’utilisation tecnologías: cursos en línea, aplicaciones
connect with a wider community on-line. de différents types de technologies. para celulares o teléfonos móviles, redes
Cours en ligne, applis de téléphones sociales, sitios web y desarrollo de
portables, médias sociaux, sites internet software para proyectos educativos lo
et logiciels spécialisés pour les projets que ha contribuido a mejorar la
pédagogiques aident les jardins à experiencia in situ de los visitantes al
améliorer l’expérience des visiteurs sur permitirles una conexión más amplia con
place et leur permettent d'être en lien la comunidad en línea.
avec une plus vaste communauté en
ligne. En este número de Roots celebramos
cómo los jardines botánicos del mundo
Dans ce numéro de Roots est saluée la están acogiendo estas innovaciones
façon dont les jardins botaniques tecnológicas. La recopilación de
adoptent les innovations technologiques estudios de caso y artículos de opinión
à travers le monde. Le recueil des en esta materia se documentan en el
études de cas et des articles d’opinions informe Descodificación del aprendizaje:
sur ce sujet a été réalisé grâce au la prueba, promesa y potencial de la
rapport Decoding Learning: the proof, educación digital (Luckin et al., 2012).
promise and potential of digital Dicho informe muestra cómo la
Connected Classrooms On air at Chicago Botanic education (Luckin et al., 2012). tecnología puede utilizarse como
Garden (CBG) Le rapport présente comment la herramienta educativa. Permite
02 BGCI • 2014 • Roots • Vol 11 (1) • 02-05
In this issue of Roots we celebrate how technologie peut servir d’outil
botanic gardens worldwide embrace pédagogique. Celle-ci peut structurer et
technological innovations. The présenter des informations sous un
compilation of case studies and opinion format accessible et engageant. Elle
articles on this subject matter has been peut encourager l’apprentissage social,
informed by the report Decoding par lequel les participants se soutiennent
Learning: the proof, promise and mutuellement en vue de développer
potential of digital education (Luckin et collectivement des connaissances. Elle
al., 2012). The report showcases how peut proposer de nouvelles manières de
technology can be used as an partir à la recherche d’informations.
educational tool. It can structure and Elle peut soutenir la démarche
present information in an accessible and d’investigation dans l’apprentissage en
engaging format; it can encourage social aidant à organiser les investigations et
learning, where people support each changer la façon dont les apprenants
other to develop knowledge collectively; abordent la résolution de problèmes.
it can offer new ways to explore Elle peut permettre aux gens d’appliquer
information; it can support inquiry-based et de transférer leurs apprentissages
learning by helping to organise inquiry d’un contexte à un autre.
and change how learners look at
problem-solving; it can help people Nous souhaitons également jeter un
apply and transfer their learning from regard critique sur l’utilisation de la
one setting to another. technologie dans un objectif
d’apprentissage et de participation du
We also wish to cast a critical eye over public dans les jardins botaniques, en
the use of technology for learning and général. Le fait de proposer des outils
for public engagement in botanic technologiques dans les jardins QR codes used to complement interpretation at
gardens, in general. Offering botaniques présuppose que le public a RBG, Kew
technological tools in botanic gardens accès à des appareils pour pouvoir les
presupposes that the public has access utiliser, et que les appareils ont une estructurar y presentar información en
to devices to be able to use them and vitesse de connexion appropriée. formatos accesibles y atractivos.
that the devices have an adequate Les coûts liés au développement et à Promueve el aprendizaje social, cuando
connection speed. The development and l’installation, ainsi que ceux associés à la las personas se apoyan unas a otras
installation costs, along with those formation et à l'entretien, peuvent rendre para desarrollar el conocimiento de
associated with training and onéreuse l'adoption de nouvelles forma colectiva. Ofrece nuevas formas
maintenance can make adopting new technologies dans les jardins. Toutefois, de búsqueda de información. Puede
technologies in gardens expensive. But ce ne sont pas uniquement les questions apoyar el aprendizaje basado en la
it’s not just the practical issues related to pratiques liées au développement et à indagación ayudando a organizar el
developing and using technology that l’utilisation de la technologie qui doivent cuestionamiento y ayuda a cambiar
need to be considered. It is also about être examinées. Il s’agit également cómo los estudiantes miran la resolución
being aware that technology, due to its d’avoir conscience que la technologie, de problemas. Puede ayudar a las
limitations, may result in negative impact en raison de ses limites, peut engendrer personas a aplicar y transferir su
by disrupting the visitors’ experience. des impacts négatifs en perturbant aprendizaje de una situación a otra.
For example, visitors may get frustrated l’expérience des visiteurs. Par exemple,
when they use a digital map with a GPS les visiteurs pourraient être frustrés También quisiéramos exponer una
that is not sensitive enough to provide lorsqu’ils utilisent une carte numérique mirada crítica sobre el uso de la
the spatial accuracy required for avec un GPS trop peu sensible pour tecnología para el aprendizaje y en
successful location of plants and apporter l’exactitude spatiale nécessaire general en el compromiso público hacia
attractions. The Roots articles in this à la bonne localisation de plantes et los jardines botánicos. La oferta de
issue aim to give a balanced perspective d’attractions. Les articles de Roots, dans herramientas tecnológicas en jardines
on how botanic gardens can use digital ce numéro, tentent de porter un regard botánicos presupone que el público
media but also what challenges they équilibré sur les possibilités d’utilisation tiene acceso a dispositivos y puede
may encounter along the way. du numérique par les jardins botaniques utilizarlos si tienen una conexión
et également sur les difficultés adecuada y a una velocidad adecuada.
If and when botanic gardens decide to auxquelles ils pourraient être confrontés El desarrollo y costos de instalación
employ digital technology to dans leurs démarches. junto con aquellos asociados al
communicate and connect with their entrenamiento y mantenimiento pueden
visitors on-site or remotely, it is Si toutefois, et lorsque, les jardins encarecer la adopción de nuevas
important to clarify what they want to botaniques décident d’avoir recours aux tecnologías en los jardines botánicos.
use technology for and consider the technologies numériques pour Pero no son sólo los aspectos prácticos
impact it will have on their visitors. Very communiquer et être en lien avec leurs relacionados con el desarrollo y uso de
few studies exist that provide evidence visiteurs sur place ou à distance, il est tecnologías los que deben ser
of the impact of the use of technologies important de clarifier dans quel but ils considerados. También se trata de estar
BGCI • 2014 • Roots • Vol 11 (1) 03
in gardens. Mann (2012) looked at the souhaitent utiliser les technologies et conscientes de que la tecnología,
impact of an iPhone app on the visitor d’analyser l’impact qu’elles auront sur debido a sus limitaciones, podría tener
experience at RBG Kew. The study leurs visiteurs. Très peu d’études un impacto negativo afectando la
found that the use of the app was mainly existent, démontrant l’impact de experiencia del visitante.
positive and was welcomed by the l’utilisation des technologies dans les
public as a positive addition to Kew. jardins. Mann (2012) s’est intéressé à Por ejemplo, los visitantes pueden
The app improved visitors’ experience l’impact d’une appli d’iPhone sur frustrarse cuando usan mapas digitales
by deepening and expanding their l’expérience des visiteurs aux RBG de con el GPS ya que no es
knowledge of the gardens. The study Kew. Les résultats de l’étude montrent suficientemente sensible para proveer la
also suggested that for digital mobile que l’utilisation de l’appli était precisión espacial requerida para
apps to become a successful part of the principalement positive et qu’elle était localizar exitosamente las plantas o las
visitor experience they need to be accueillie par le public comme une diferentes atracciones del jardín. Los
designed and developed with visitor’s nouveauté positive pour Kew. L’appli a artículos de este número de Roots
expectation of and familiarity with amélioré l’expérience des visiteurs en pretenden dar una perspectiva
technology and their individual approfondissant et en étendant leurs balanceada sobre cómo los jardines
motivation for visiting in mind. Although connaissances des jardins. L’étude botánicos pueden hacer uso de los
technology can be a powerful suggère aussi que, pour que les applis medios digitales pero también sobre los
educational tool used for example for numériques de téléphones portables retos que pueden surgir a lo largo del
school visits, the general public’s soient une réussite dans l’expérience camino.
motivation for visiting a botanic garden des visiteurs, elles doivent être conçues
is often social, recreational or spiritual et développées en tenant compte des Siempre y cuando los jardines botánicos
rather than intellectual. attentes et de la familiarité des visiteurs decidan utilizar la tecnología digital para
quant aux technologies, ainsi que de leur comunicar y conectarse con sus
Lastly, there is always the old debate: motivation à visiter. Bien que la visitantes, ya sea en el sitio o de manera
technology vs nature. In a world where technologie puisse être un outil remota, es muy importante tener claro
there is increased concern that young pédagogique puissant utilisé par para qué quieren utilizar la tecnología así
people are disconnected from nature exemple dans le cadre de visites como considerar el impacto que ésta
and spend too much of their time using scolaires, la motivation générale du tendrá en sus visitantes. Existen muy
technological media indoors, how is it public à visiter un jardin botanique est pocos estudios que dan cuenta del
possible for botanic gardens to employ souvent d’ordre social, récréatif ou impacto del uso de las nuevas
technology and ensure that this schism spirituel plutôt qu’intellectuel. tecnologías en los jardines botánicos.
is not exacerbated? This issue is not Mann (2012) observó el impacto de una
answered by focusing either on using Finalement, le vieux débat de la aplicación del iPhone en la experiencia
technology or connecting people with technologie par opposition à la nature de los visitantes en el Jardín Botánico de
nature, it is possible to reconcile these demeure toujours. Dans un monde où les Kew. Dicho estudio encontró que el uso
de la aplicación era básicamente
positiva y era bien recibida por el público
como una aditamento positivo en Kew.
La aplicación mejoró la experiencia de
los visitantes profundizando y
expandiendo su conocimiento sobre el
jardín botánico. El estudio también
sugirió que para que las aplicaciones
digitales para celulares o móviles fueran
exitosas en la experiencia del visitante,
necesitan diseñarse y desarrollarse con
base en las expectativas del visitante y
qué tan familiarizado esté con la
tecnología y su motivación individual
para la visita. Si bien la tecnología puede
ser una poderosa herramienta educativa
utilizada por ejemplo en las visitas
escolares, la motivación del público en
general que visita un jardín botánico es a
menudo social, recreativa o espiritual
más que intelectual.
Por último, siempre surge el viejo
debate: tecnología vs. naturaleza. En un
mundo en el cual hay una creciente
Would the use of technology enhance the visitor experience in a botanic garden? Read the articles in this issue preocupación por la falta de conexión de
of Roots which stimulate debate on this matter los jóvenes con la naturaleza y que
04 BGCI • 2014 • Roots • Vol 11 (1)
ideas. Botanic gardens need to consider préoccupations s’intensifient concernant pasan gran parte de su tiempo utilizando
carefully how they use technology- le fait que les jeunes soient déconnectés medios tecnológicos en lugares
which has the potential for creating de la nature et passent trop de leur temps cerrados, ¿cómo es posible que los
visitor-centred and interactive à utiliser des supports technologiques à jardines botánicos puedan utilizar esta
experiences and help the organization to l‘intérieur, comment est-il possible pour tecnología pero asegurándose de no
make the transition from old garden les jardins botaniques d’avoir recours à la exacerbar esta ruptura? Esta pregunta
visitor models of passive, didactic technologie et de s’assurer que ce no se responde centrándose ya sea en
learning, to the new garden visitor model schisme ne soit pas exacerbé ? La el uso de la tecnología o reconectando
of interactive, collaborative and dialogic réponse à cette question ne consiste pas a la gente con la naturaleza, es posible
learning. Within this framework botanic à choisir entre l'utilisation de la conciliar ambas ideas. Los jardines
gardens should aim to integrate technologie ou la connexion des gens botánicos necesitan considerar
technology into a visitor’s experience in avec la nature ; il est possible de concilier cuidadosamente cómo utilizar la
a ‘seamless’ way (see Weiser, 1991). ces idées. Il est nécessaire que les jardins tecnología con potencial para crear
Seamless in the sense that technology botaniques prêtent une attention experiencias interactivas centradas en el
becomes invisible and recedes into the particulière à leur manière d'utiliser la visitante ayudando a la institución para
background whilst through, firsthand technologie, qui détient le potentiel de transitar de un antiguo modelo de
experience, encourages and supports créer des expériences interactives, visitante pasivo, de aprendizaje
people’s exploration and wonder of centrées sur les visiteurs et de permettre didáctico, a un nuevo modelo de
plants. à l’établissement de réaliser la transition aprendizaje interactivo, colaborativo y
entre les anciens modèles dialógico del visitante. En este contexto,
References d’apprentissage didactique et passif pour los jardines botánicos deberían integrar
les visiteurs des jardins, et le nouveau la tecnología en la experiencia del
, Luckin, R. Bligh, B. Manches, A. modèle d’apprentissage interactif, visitante de una manera “sin costuras”
Ainsworth, S. Crook, C. & Noss, R. collaboratif et dialogique pour les (véase Weiser, 1991). Sin costuras en el
(2012) Decoding Learning: The proof, visiteurs des jardins. Dans ce cadre, les sentido de que la tecnología se vuelve
promise and potential of digital jardins botaniques devraient chercher à invisible y regresa al fondo mientras que,
education. London: NESTA. Available intégrer « en douceur » la technologie las experiencias de primera mano
at: http://www.ics.uci.edu/~corps/ dans l’expérience des visiteurs (voir alientan y respaldan que la gente explore
phaseii/Weiser-Computer21stCentury- Weiser, 1991). En douceur dans le sens y se maraville con las plantas.
SciAm.pdf [Accessed 10 February où la technologie devient invisible et se
2014] retire en arrière-plan, et à la fois, dans Bibliografía consultada
l’expérience directe, elle encourage et
, Mann, C. (2012) A study of the iPhone favorise l'investigation et l'émerveillement , Luckin, R. Bligh, B. Manches, A.
app at Kew Gardens: Improving the des gens vis-à-vis des plantes. Ainsworth, S. Crook, C. & Noss, R.
visitor experience. In Proceedings of (2012) Decoding Learning: The proof,
the Electronic Visualisation and the Références promise and potential of digital
Arts conference 10-12 July, 2012, education. London: NESTA. Disponible
London, UK. Available at: , Luckin, R. Bligh, B. Manches, A. en: http://www.ics.uci.edu/~corps/
http://ewic.bcs.org/upload/pdf/ewic_e Ainsworth, S. Crook, C. & Noss, R. phaseii/Weiser-Computer21stCentury-
v12_s1paper2.pdf [Accessed 10 (2012) Decoding Learning: The proof, SciAm.pdf [Consultado el 10 de
February 2014] promise and potential of digital febrero, 2014]
education. London: NESTA. Disponible
, Weiser, M. (1991) The Computer for sur : http://www.ics.uci.edu/~corps/ , Mann, C. (2012) A study of the iPhone
the 21st Century, Scientific American, phaseii/Weiser-Computer21stCentury- app at Kew Gardens: Improving the
255 (3), pp. 6-75. Available at: SciAm.pdf [Accès le 10 février 2014] visitor experience. In Proceedings of
http://www.ics.uci.edu/~corps/phaseii/ the Electronic Visualisation and the
Weiser-Computer21stCentury- , Mann, C. (2012) A study of the iPhone Arts conference 10-12 julio, 2012,
SciAm.pdf [Accessed 10 February app at Kew Gardens: Improving the London, UK. Disponible en:
2014] visitor experience. In Proceedings of http://ewic.bcs.org/upload/pdf/ewic_e
the Electronic Visualisation and the v12_s1paper2.pdf [Consultado 10 de
Dr Asimina Vergou Arts conference 10-12 July, 2012, febrero, 2014]
London, UK. Disponible sur :
http://ewic.bcs.org/upload/pdf/ewic_e , Weiser, M. (1991) The Computer for
v12_s1paper2.pdf [Accès le 10 février the 21st Century, Scientific American,
2014] 255 (3), pp. 6-75. Disponible en:
http://www.ics.uci.edu/~corps/phaseii/
, Weiser, M. (1991) The Computer for Weiser-Computer21stCentury-
the 21st Century, Scientific American, SciAm.pdf [Consultado 10 de febrero,
255 (3), pp. 6-75. Disponible sur : 2014]
http://www.ics.uci.edu/~corps/phaseii/
Weiser-Computer21stCentury-
SciAm.pdf [Accès le 10 février 2014]
BGCI • 2014 • Roots • Vol 11 (1) 05
Le jardin virtuel : Faire démarrer le futur des Jardins botaniques
El jardin virtual: ‘cableando’ el futuro de los jardines botánicos
The virtual garden:
‘hot wiring’ the future of botanic gardens
In a world where communication
technologies are becoming
ubiquitous, it is more than just a
nice idea to make use of them –
it is imperative to integrate new
technologies into our everyday
work, public engagement
and learning programmes.
Marcus Ragus explains how
an ambitious strategy at the
Royal Tasmanian Botanical
Gardens promises a future
of digital learning and
interpretation well beyond the
physical environment.
t is now commonly accepted that a
I modern botanic garden may provide a
wide range of methods and platforms to
enable our visitors to engage with the many
wonderful opportunities that such gardens
provide. Today, innovative communication
technologies are becoming embedded in the
day-to-day life of most individuals and there
is a growing demand to develop
opportunities for people to engage with the
many aspects of a botanic garden through
Sebastian O’Halloran, a 12-year-old techno whizz who developed RTBG's first App in partnership with the these devices. On the other hand, there is an
Gardens (RTBG) opposing argument that botanic gardens
06 BGCI • 2014 • Roots • Vol 11 (1) • 06-08
should remain free of technology – for The ‘Mobile Learning’ project
some people, technological innovations in produced real, proof-of-concept
these environments can have negative examples that were practically
effects or, at the least, are an annoyance. demonstrated on site within the
Pragmatically, one can conclude that RTBG. It included a foreshore walk
careful management and sympathetic which provided real-time interpretive
integration of technologies in the setting resources, including historical
of a garden should be able to provide information and images of what the
significant opportunities for those who site looked like more than a century
wish to use them, while at the same time earlier. Of course, GPS technologies
not interfering with the experience of were not then readily part of the
those who don’t. An additional benefit is functionality of mobile devices such
the potential to reduce the need for, and as mobile phones or PDAs [3]. Therefore,
the size of, interpretive and directional to achieve the aim of a multi-location
signage infrastructure. experience, users needed to manually
recall interpretive information on the
Early adopter device, in conjunction with numbered
metal markers embedded in pathways
The Royal Tasmanian Botanical Gardens along the foreshore. Whenever the user
(RTBG) has a history of creative reached a marker they could click the
engagement with communication associated link on the device to bring up
technologies going back more than a the appropriate resource.
decade. In 2004 the RTBG was a key
partner in a groundbreaking Australian Although the project spawned a range of
National Flexible Learning Framework [1] other location-based mobile technology An example of the interpretation provided by the
technology project known as ‘Mobile initiatives across Australia, and foreshore walk App (RTBG)
Learning: Handheld Innovations in internationally, it was not further
Flexible Learning’ [2]. The project’s main developed by the RTBG at the time, currently being reviewed with the
focus was to provide ‘just in time’ primarily due to a lack of funding and intention of a new updated release later
learning and interpretation resources that access to specialist staff. Now a decade this year.
would be available through mobile later, thanks to the quality and visionary
technologies. Just a decade later that foresight of the early digital project, the The overall DG initiative also included
may seem an obvious move, but at the resources are still relevant and can be a much-needed redevelopment of the
time mobile learning was only just starting adapted for use with the new technology RTBG website, long delayed due to
to become of worldwide interest. In those developments currently underway at funding and logistical issues with staff
days mobile phones and portable RTBG in 2014. time, as we chose to do this internally.
communications devices were still limited The new website will be launched in
in their functionality, and devices such as The 2014 initiative mid-2014.
smart phones were some years away.
In mid-2013 the RTBG began the first The RTBG is noted as a leader in online
stages of a significant project known as delivery of horticulture learning
the ‘Digital Garden’ (DG) initiative funded programmes in Tasmania and the DG
by the state Skills Tasmania [4]. The initiative promises to enhance online
project strategy was to bring the Garden learning through the establishment of
into a new era of community interaction, high-speed wireless broadband
which complemented other community technologies throughout much of the 17-
engagement initiatives already underway hectare grounds. This will allow remote
on site. It followed on from smaller digital learners, in all parts of Tasmania and
projects including one which developed beyond, to access live ‘in the garden’
the RTBG’s first iPhone App in 2012. As horticulture programmes and activities
with the majority of our projects, the App delivered by experts in any area of the
development was undertaken as a Garden.
partnership, in this case a very special
one, with a 12-year-old techno whizz Live web-streaming cameras will also be
App developer, also an RTBG enthusiast, mounted in strategically chosen
called Sebastian O’Halloran [5]. locations of the Garden, including at the
top of one of the tallest trees to offer one
Since that time the App has proved an of the best panoramic views in the area.
excellent tool for engaging visitors, Streams from the cameras will be
Minimizing the aesthetic impact of the various aerials though it was only intended as a first- available online 24/7 and will have the
and transmitters on historical architecture can be a stage base, to be followed later by a potential to be remotely controlled by
challenge (RTBG) more comprehensive development. It is the visitors through the website.
[1] Later to become the National VET E-learning Strategy http://flexiblelearning.net.au/
[2] The contents of this project have now been archived, details are available by contacting Marcus.Ragus@rtbg.tas.gov.au
[3] http://en.wikipedia.org/wiki/Personal_digital_assistant BGCI • Roots • Vol 11 (1) 07
[4] http://www.skills.tas.gov.au/
[5] https://itunes.apple.com/us/app/royal-tasmanian-botanical/id454676064?ls=1&mt=8
public, les avantages, les opportunités et
les problèmes en termes d'organisation ;
les impacts sur la communauté de
Tasmanie au sens large qui y sont
associés et les implications des
innovations au niveau national et
international. L'article détaille les
stratégies utilisées au début du
développement et au cours de
l'évolution de ces technologies
numériques, jusqu’à leur déploiement
actuel, ainsi que les soutiens financiers
dont elles ont bénéficié et les
partenariats de collaboration.
RESUMEN
A young visitor using technology at RTBG (RTBG)
En un mundo donde las tecnologías de
Another camera will also be installed potential conflict with the aesthetics of comunicación se están convirtiendo en
above one of the garden beds of the new buildings and natural features of the site. omnipresentes, es algo más que una
Tasmanian Community Food Garden We still haven’t found all the answers to buena idea usarlas. En la actualidad, es
which will enable a unique outreach these issues, but we continue to look at imperativa la integración de las nuevas
activity. School students in rural and creative ways to reduce any impact on the tecnologías en nuestro trabajo diario, en
remote locations will be able to sign up to natural and built heritage of the RBTG la participación pública y en el
a programme that enables them remotely whilst making the most of the innovations. aprendizaje. Una estrategia ambiciosa
to grow a productive food garden at the del Royal Tasmanian Botanical Gardens
RTBG and to interact with horticultural While the RTBG is well on its way ( RTBG ) nos abre un futuro de
specialists while watching their garden towards completing its vision of a Digital aprendizaje digital e interpretación, más
grow online. The students will have the Garden, we recognize that we must allá del ámbito del jardín.
opportunity to suggest what they wish to continue to remain open to the new
grow, the design and layout of the bed, possibilities created by the rapid change Desde el desarrollo de aplicaciones
and even recommend the end use of their in communications technology and móviles para habilidosos informáticos de
produce – for example choose to donate community expectations. 12 años, hasta jardines virtuales o
the produce back to the community to be entornos inalámbricos interactivos, los
distributed to those in need. medios digitales vaticinan compromisos y
RÉSUMÉ aprendizaje para las próximas décadas.
The integration of the high-speed
wireless networks will open enormous Dans un monde où les technologies de Este artículo se centra en lo que se ha
opportunities for on-site interpretation la communication deviennent logrado mediante la tecnología para atraer
and learning, using mobile devices omniprésentes, le fait de les utiliser ne al público. En los beneficios,
through smart tag and virtual reality se limite pas à être une bonne idée. Il est oportunidades y aspectos de la
technologies. Additionally, a potential à présent impératif d’intégrer les organización. En los impactos asociados,
rise in the use of the garden facilities for nouvelles technologies dans notre travail de un modo amplio, sobre la sociedad de
commercial, business and private quotidien, la participation du public et Tasmania y en las implicaciones
functions, that often require access to l'apprentissage. Les Jardins botaniques nacionales e internacionales de las
wireless communication technologies royaux de Tasmanie (RTBG) développent innovaciones. También se detalla el papel
(indoors and outdoors), will result in une stratégie ambitieuse qui promet de las estrategias utilizadas durante los
increased revenue for RTBG. bientôt un apprentissage et une primeros momentos del desarrollo y su
interprétation numériques allant bien evolución, hasta el conocimineto actual
A work in progress au-delà des portes du jardin. que se tiene de ellas, incluyendo su apoyo
financiero y los acuerdos de colaboración.
To date, there have been a number of Des applis de téléphones portables
issues and constraints encountered with collaborant avec de jeunes prodiges de Marcus Ragus
this initiative. One of the trickiest has been l'informatique âgés de 12 ans aux Manager Learning and Community
the integration and installation of the Jardins Virtuels, en passant par les Engagement
technological hardware components. The environnements interactifs sans fil, le Royal Tasmanian Botanical Gardens
wireless technology infrastructure required numérique promet une participation et Queens Domain, Hobart, Tasmania
small towers to be installed at various un apprentissage interprétatifs pour les Australia 7000
points across the Garden and in some décennies à venir. Cet article est ciblé Email: Marcus.Ragus@rtbg.tas.gov.au,
cases these towers, with their various sur ce qui a été réalisé par le biais de la Marcus.Ragus@gmail.com
aerials and transmitters, presented a technologie pour faire participer le Website: www.rtbg.tas.gov.au/
08 BGCI • 2014 • Roots • Vol 11 (1)Le jardin botanique engageant : la technologie rend l'apprentissage plus facile
El jardín botánico atractivo: la tecnología facilita el aprendizaje
The engaging botanic garden:
Technology making learning easier
Stunning aerial view of Shanghai Chenshan Botanical Garden (Chenshan Botanical Garden, 2011)
Chenshan Botanical Garden puts a great effort into being hen developing modern cities there
a modern garden for a modern city. Zhe Zhang explains W needs to be, not only, up to date
facilities, but also significant
consideration and appreciation paid to
how they are using a variety of new technologies to ecology and the environment therein.
The sophistication of a city can be shown
engage the public, on-site and online, for a variety of through its use and protection of ecological
resources, as well as through its
reasons from communicating science to involving them construction of ecological environments.
It is for this reason that we built Chenshan
in art projects. Botanical Garden, Shanghai.
BGCI • 2014 • Roots • Vol 11 (1) • 09-11 09to information, including science before its launch and people signed up
communication. The 33rd Report on through the microblog. A lucky few were
Internet development in China, invited to the garden to be part of the
published by the China Internet Network project. The participants attended a short
Information Center, showed that as of lecture and then created an artwork using
January, 2014, the number of Internet natural materials they had collected from
users in China had reached 618 million the garden, such as fallen leaves, petals
meaning 45.8% of the population were and fruits. Many of the creations
connected to the internet. surpassed our expectations. Later on,
users of the microblog were asked to vote
More and more people have access to for their favorite artwork and the winner
all kinds of scientific information, was awarded a VIP card, which allowed
anytime and anywhere. To remain them access to Chenshan Botanical
relevant in a changing world, Chinese Garden for a whole year. Those who voted
botanic gardens are making use of this were also entered into a prize draw.
trend to engage with the public, by using
websites, Apps, WeChat – an instant Projects of this kind facilitate interaction
messaging service- and Microblogging. with the online community and therefore
Shanghai Chenshan Botanical Garden App provide an opportunity for the garden to
homepage and introduction (Chenshan Botanical Microblog as a method for communicate with and educate a wider
Garden, 2014) public engagement audience.
Chenshan Botanical Garden, was Microblogging sites, like Tumblr and Mobile Applications
opened on 23rd January, 2011 and Twitter, allow users to share short bursts
covers an area of 207 hectares of information with the people in their Apps have been used extensively for
(2,070,000 m2). The garden is a networks. They began appearing in education and disseminating information
representation of a harmonious China in 2009 and had attracted an as they provide a personalised service,
coexistence between humans and audience of 63 million by the end of the are easy to use, intuitive and enable quick
nature. next year, at which point many botanic access to knowledge.
gardens decided to get on board.
Boasting a collection of over 10,000 Mobile devices have become very popular
species, the garden consists of 26 There are more than 200 botanic and are increasingly common throughout
specialised gardens which serve a gardens in China, and 20 of them have all walks of life; this provides an
variety of functions; from providing fun microblogs. As a new interactive opportunity for enhancing the way botanic
and educational attractions to visitors, platform, microblogs can be gardens communicate their knowledge to
to complimenting the physical personalised in form, include attractive the public. Chenshan Botanical Garden is
characteristics of the land and providing images and provide the opportunity for one of the few gardens that have started
sites of ex situ conservation. These snappy and immediate communication. to provide services using mobile
include: a rose garden, maze garden, In 2010, Chenshan Botanical Garden technologies. The garden now has a fully
sensory garden for the visually impaired, launched its own microblog. There we
an aquatic garden, medicinal plant provide the public with updates and A visitor creating a collage out of natural materials
garden and a showcased collection news about many aspects of the garden and fans voting on the microblog (Jie Gao, 2013)
of plants native to Eastern China. for example, plants in bloom, upcoming
events such as flower shows and
Our mission is to conserve plants native concerts and also receive feedback
to Eastern China, discover sustainable through an online questionnaire and poll.
ways of using them, and share our By Feb, 2014, we had posted a total of
knowledge and enthusiasm with the 8020 comments, related to 35 different
public. In the digital age, consideration topics and our fans had reached a total
needs to be paid to how to share this of 34200. The most popular post was
knowledge effectively. New media forwarded 525 times, which means
provide on-demand access to content thousands of people will have read it.
anytime, anywhere, on any digital
device. They also enable interactive user More than 50 interactive projects were
feedback, and creative participation. supported by the microblog. One
Another aspect of the new media to be successful project which was popular
considered is the real-time generation of with the public was Autumn Collecting.
new and unregulated content (Schivinski The project aimed to highlight, to urban
& Dabrowski, 2014). The development dwellers, humans’ relationship with
of the internet, digital technologies and nature as well as providing an
handheld devices has revolutionised all opportunity for relaxation.
aspects of communication and access The project was announced a fortnight
10 BGCI • 2014 • Roots • Vol 11 (1)functioning mobile App. On the App’s artwork that has proven very successful.
homepage, visitors can find an Video resources can be streamed on a
introduction to the garden along with variety of devices including the digital
other information about plant species, screens in buildings, subways or buses
events, tours, etc. We have also produced and could prove popular with the public.
QR codes for 580 species found in the
garden. Visitors can scan these to get Students are another important audience
further information about the plants. This to consider. Our garden has established
has successfully enhanced the garden’s a good relationship with schools. We are
ability to educate its visitors about botany. currently exploring the concept of Cloud
Education. There are so many options
Other gardens across the globe have when it comes to Cloud Apps for
used Apps in various forms to serve a education. The Cloud can increase
variety of purposes; from games to those collaboration between everyone in an
which disseminate digital resources, educational setting. With the great
create online communities and provide flexibility it offers, students have the
community services. Our next step is to option to work on group projects from
pay more attention to the needs of our any location and the garden educators
visitors when it comes to digital can offer extra help remotely through the
resources, find new ways to engage the Cloud.
public with the plant collections, seek
technical support from third parties, as By being innovative we hope to offer an
well as strengthen our marketing and immersive experience with lasting
Public Relations (PR). benefits to all of our visitors.
Other public engagement Reference
platforms Visitors scanning QR codes to join a project
, Schivinski, B. & Dąbrowski, D. (2014) (Zhe Zhang, 2014)
Besides our microblog and App, we also The Effect of Social Media
have other public engagement platforms, Communication on Consumer
such as our official website, online micro Perceptions of Brands, Journal of RESUMEN
magazine, LED screens and WeChat. In Marketing Communications, pp.2-19
the future we plan to produce videos Available online at: En la era digital las personas tenemos
about pruning techniques, cultivating http://www.tandfonline.com/doi/pdf/1 acceso a toda clase de conocimiento
flowers and using plant material in arts 0.1080/13527266.2013.871323 científico a través de nuevos medios.
and crafts. We have already produced a El boom tecnológico ha dado lugar a
video about using plant material to create nuevas oportunidades y retos para
RÉSUMÉ difundir ciencia. El jardín botánico
Chenshan, que es uno de los jardines
Avec l'ère numérique, les gens ont accès botánicos de mayor reputación de
à toutes sortes de savoirs scientifiques China, siemprese ha esforzado para
via les nouveaux médias. Le boom crear programas educativos innovadores
technologique est accompagné de y centrados en las necesidades del
nouvelles opportunités et de nouveaux público aunque en concordancia con los
défis pour la diffusion de la science. objetivos de la organización. Este
Étant l'un des jardins botaniques les plus artículo presenta y resume las ventajas
respectés de Chine, le Jardin botanique de las nuevas aplicaciones tecnológicas,
de Chenshan a toujours fait de gros como los Apps o los microblogs, que
efforts pour créer des programmes favorecen la enseñanza interactiva de las
éducatifs innovants, et pour se ciencias. También se analiza de qué
concentrer sur les besoins des publics, forma se pueden usar estos nuevos
tout en se tenant à ses objectifs medios para transmitir la ciencia a un
organisationnels. Cet article présente et público más amplio y mejorar la imagen
résume les avantages des applications que el público tiene del jardín.
innovantes de la technologie, telles que
les applis et le Microblog, qui améliorent Zhe Zhang
l’interactivité dans les sciences de Environmental Educator
l'éducation. Y figure également une Chenshan Botanical Garden,
discussion sur la manière d’utiliser ces Shanghai, 201602
nouveaux médias pour diffuser la science China
à un plus large public et améliorer Email: cskp@lhsr.sh.gov.cn
QR code on plant nameplate (Qiyi Shen, 2014) l'image du jardin auprès des visiteurs. Website: www.csnbgsh.cn
BGCI • 2014 • Roots • Vol 11 (1) 11Applis dans les jardins botaniques : choses à faire et à ne pas faire
Usar los App en los jardines botánicos: recomendaciones prácticas
Apps in botanic gardens:
Dos and Don’ts
Botanic gardens in the Netherlands are discovering how he Apple App Store had only been
important a collaborative Approach is when it comes to T available for three years when
Hortus botanicus became the first
museum in Leiden to launch its own App.
developing new technologies. From digital guides to We envisioned that the App would fill a
gap in the services the garden offered to
talking trees and digital magnifying glasses Hanneke the public. In the end, what was
developed was a very flexible digital
Jelles & Paul Kessler tell the story of Hortus botanicus’ guide which would tell the visitor with
pictures, sound and more about their
adventure into the world of Apps. location, allowing them to be independent
The new prototype is easy to use by adults and children. Looking at markers through the ‘magnifying glass’ shows visitors more information (Hortus botanicus)
12 BGCI • 2014 • Roots • Vol 11 (1) • 12-15Visitors to Hortus botanicus enjoying the plants in the sunshine (Hortus botanicus)
from a fixed tour. In order for this to work be also noted that a garden is constantly and participatory design so that the
it was important to update the App changing and therefore information Applications are suited to the needs and
weekly with information about flowering about its plant displays is quickly abilities of their users.
or fruiting of special plants. outdated.
This project involves organizing three
The failure of this approach was only Pioneering ‘experimental gardens’. An ‘experimental
fully understood after the Hortus App’s garden’ is a format for bringing together
launch. In 2011, the App was Many changes have happened since the staff from the botanic garden, designers
unfortunately only available for the launch of the first App in Hortus and developers of technological
iPhone , a device which was not botanicus. Following the addition of a Applications and members of the public
commonly used by our visitors. It could national flora and a bird guide to the (garden’s current audiences and targeted
not be directly accessed through the contents of the iPods there has been new audiences). The aim of these
App Store, but was only available an increase in the hiring of the devices. ‘experimental gardens’ is to find new
through the ‘Hopper’- a platform which Moreover, in the last few years the costs ways to connect the knowledge about
was not well known. Even the 22 iPods of producing an App have decreased, plants and biodiversity to the needs of
which were available for hire from the and other alternatives like the diverse audiences. Each ‘experimental
front desk were not used as frequently podcatcher have become available. garden’ involves running six weekly
as we had anticipated. Most of our Many more people own smartphones design sessions focused on different
elderly visitors were not used to this type nowadays and in some areas of the topics.
of device and had seemingly no interest garden Wi-Fi is available for free.
in being informed on how to use it. Also, However, we felt that the original App is Participants of these sessions discuss
on busy days, with large queues of already outdated and an Android version which stories from the botanic gardens
visitors, spending time explaining how to was never realised. This could have are important and relevant to the public,
use the devices was not practical. The meant a sad end to our adventure into identify who our current visitors are and
major problems, however, were the Apps. This outcome was overturned on new target audiences, and decide which
absence of Wi-Fi in the garden and the 13th February 2013 when the Postcode stories or methods can be used to reach
cost of using internet on the mobile Lottery announced its generous funding these new audiences. The outcome of
phones, which in 2011, was still quite of two million Euros, over four years, for this process is the development of a new
high. Luckily, the visitors who actually the project ‘Plant (s) for the Future’. ‘product’ - possibly an App or perhaps
used the App were satisfied with this The project aims to retrieve, manage and another form of innovative technology.
new service, but their number was much organise information from the living This product will provide information in
too low to justify the investment in collections of Dutch botanic gardens so a form that meets the interests of the
developing this resource. Additionally, that this will be made accessible to the visitor at the time and place they will
the garden’s iPpods were not easy to wider public. The project’s Partners are choose to use it. In September 2013 the
synchronize with new information and the botanic gardens who are members first ‘experimental garden’ took place.
due to staff’s other priorities it was not of the Dutch Botanical Gardens In the beginning, we discussed what
possible to carry out the intended Association (NVBT) and the ‘Waag stories could be told and which would
weekly updates on flowering and fruiting Society’, an organization that develops be the best medium to use. At the same
or other events in the garden. It should technology through creative research time we conducted a survey of all the
BGCI • 2014 • Roots • Vol 11 (1) 13You can also read
