Master Project by Maria Zenkevich Roots Umeå Institute of Design, Ixd 2013 1 Contents

Local Master project by Maria Zenkevich ROOts Umeå Institute of Design, IxD 2013 1 Contents

Appreciations 3 Appendix 1 41 Appendix 2 48 Introduction 4 Appendix 3 54 Design process 5 Appendix 4 60 Appendix 5 62 Research 6 Appendix 6 66 Initial research 7 Market research 8 Ethnographic research 10

Synthesis 18 Grounded theory 18 Personas 20 Communication mediums 20

Creative process 22 Design principles & goals 23 Brainstorming & a workshop 25 Experience test 27 Prototyping & development 28

Design proposal 29 Target user and touchpoints 31

Reflections 38 References 39

2 Appreciations Collaborators

This project would not be realized Instructors without extensive collaboration and support of many people who Kent Lindberg volunteered their time & effort. I Project Tutor would like to thank all of the amateur food production enthusiasts and experts, who shared their Key industry experts and collaborators stories and experiences in interviews, online surveys and testing. Johanna Paulsson Their knowledge and experience Studieorganisatör provided deep understanding of the area during research and Sonja Marklund helped ground the solutions. Teacher of Horticulture

I also want to thank the staff of Marika Linder Umeå University for guidance Enheten för Regional Tillväxt and financial support invested in Länsstyrelsen Västerbotten realization of this project. Partic- ular appreciation is given to Kent Lindberg, interaction designer at Financial support Interactive Institute, for tutoring of this thesis project. Brita-Stina Nordenstedt’s donation scholarship

3 Introduction

Increased fears around food in developed countries has sparked enthusiasm in self-sufficient and sustainable food production practices. Personal inspiration comes from a strong culture of providing for yourself, which has been established over the source of soviet history at my home country, Belarus.

Having lived in the US and Sweden, I felt very helpless at local stores. And I was not alone. Currently, vegetable gardening is the most common way people try to gain full control over the quality of food they consume today. However, despite supporting services, self-sufficient food production is still challenged by many factors. This thesis project is looking to identify those factors and build a design proposal around them.

4 Design Process

Mastering traditional methods of food production is about learning and gaining experience. Amateurs build their confidence within a long learning timeframe where decisions and judgments are based on use-specific and context-sensitive knowledge. Here making a mistake is too easy.

There are endless examples of products and services that aim to support and motivate vegetable gardening today. Market analysis was used to define possibilities within those mostly personalized tools, which directed the creative process towards a service design proposal. On the other hand, this project aimed to satisfying grower’s needs by focusing on his growing activity. Research questions and synthesis were framed around “the behavior surrounding particular tasks”1. This approach is called activity-centered design.

Design ethnography and specifically grower and expert interviews were used during the research. Pared with online surveying it provided deep insight into experiences and learning methods they use today. First-hand experiences were gathered using action research with self-documentation. This method filled in on lack of observation opportunities and provided a more personal insight into the growing activity.

Multifaceted research data was then synthesized using mapping and grounded theory. Data was scaled together to boil down the opportunity areas for the future design. Following series of brainstorming sessions, workshops and testing helped narrow down and shape the final Roots concept that is looking into creation and direction of interest around food production in local communities.

1. Dan Saffer. (2009) Designing for Interaction: Creating Innovative Applications and Devices, Second Edition. [S.l.]: New Riders.

5 Research overview

The research for this project was approached from three perspectives. On one hand market analysis was done to ensure a deep understanding of products and services that are available for amateur gardeners today. This was done in parallel with user and expert interviews, user survey and action research. All these steps helped gather diverse findings that defined the future opportunity areas.

6 Historical overview Initial research

The first stage of the project was focused on networking with stakeholders. At the same time Why do we grow? initial literature research was ethnobotany done on plant-related sciences. ethnoecology There are three main clusters of medicinal plants plant related knowledge: about plants, their specification and health, about care processes and about their meaning in human’s life.

The most insightful finding of this initial step was that the human-plant relation or ethnobotany being yet not very investi- gated is what makes growing activity meaningful and fun.

How to grow? What is a plant? agriculture botany agronomy plant physiology soil chemistry

Image 1: Wikimedia Commons (2010) Richard Evans Schultes. [image online] Available at: http://upload.wikimedia.org/wikipedia/commons/thumb/d/df/Schultes_amazon_1940s.jpg/463px-Schultes_amazon_1940s.jpg [Accessed: 01 May 2013]. 7 Action research Observation Market analysis Research Research Initial research

Grower observation were not The observations and short in- There is virtually endless amount possible due to the late growing terviews with visitors and supply of products, services and organi- season in Northern Sweden. As a store assistants have been done zations that work hard to support work around action research and in the gardening supply store. amateur food enthusiasts today. self-documentation were used during growing a small vegetable The supply store is a place where A lists of the most advanced garden in greenhouse conditions. amateur grower makes the first solutions have been clustered choices. They come with a rough into four categories: automated, It was an important step that idea of what they need. However, simulators, expert guidance, and helped personally associate with all the information about required crowd-sourcing. A short introduc- the medium and test the initial products, care guidelines as well tion of the positive and negative ideas. as suitable growing methods and aspects of these product groups tools are traditionally provided by folllows.1 Action research produced a few the supply store assistants. interesting insights. One of them is that working in the garden is a This is a touch-point where an am- relaxing activity that is used to get ateur usually gets overwhelmed away from technology but not to by the amount of information. engage with it again. So having a personalized digital tool would be useful only to plan, track and share the results of an activity and mainly to deal with problems.

1. Please see Appendix 1 for a more detailed description of the mentioned products.

8 Alarms Simulators Expert guidance Crowd-sourcing

Click&Grow, AeroGarden, Tex- FarmCraft, DigitalSeed, Gar- MinFarm, Garden Sensor ser- Garden registry, Propaganda ting leaf sensor, Botanicalls, denopoly, Root View Farm are vice, Stufa Herb Kit, SproutRo- or guerrilla gardening, R&DIY, Koubachi Wifi Plant Sensor, gamified solutions that use bot, Grow the Planet, BBC FarmHack, Grow Food not Windowfarm, Tower Garden are game dynamics to explain some gardening guide, Farmer’s Al- Lawns feeds on Facebook and all automated products. They basic growing scenarios. These manac are all examples of ex- Pinterest are the community track light, temperature and wa- can be explored with the whole pert guidance provided to am- based services that use the on- ter conditions and notify about family, which is important as it ateurs. There are traditional line networking powers to find the required care. Highly tech- develops interest of grower’s guidance tools like Farmer’s solutions to the growing issues nical, they provide good guid- network evenly. However, “it’s Almanac, which were success- or organize growing activity to- ance. However, they are often much more difficult in life“2, rath- fully translated into the digital gether. Shared knowledge and too limited. First of all, they are er than in the game, as most of medium. Here users can get all inspirations are brilliant and of- too expensive to be used in big- the simulators do not yet pro- the information about the plants ten include open-source tech- ger quantities and in a larger vide the learning that would be they order online from the same nically in-depth material. Active garden. Secondly, these sen- applicable to the real world sce- digital service. Step by step in- and inspired users of those net- sors do not measure other in- nario. structions on how to take care works are growing their knowl- formation, like soil chemicals of the plants is also provided. edge by building on top of each for example, that is essential for However, these solutions are yet other’s experiences. However, plant’s health. And lastly these not very sensitive to the specific these platforms do not yet ad- alarm systems always use the differences of the local growing just to the local specific context same feedback, which does not context because the information of use that a more passive grow- help in experience enhance- they provide is very plant-specif- er would be able to benefit from. ment. ic and is not yet region-specific.

2. Please see Appendix 2 to read stakeholder interviews.

9 Ethnographic research

Before diving into interviews a short surveying was done to test some of the questions as well as some preconceptions related to the topic. Very open and qualitative ethnographic research methods were applied to user studies. Interviews were carried out with both amateur and expert stakeholders.

Based on interviews project’s focus was slowly narrowed down to the problems associated with the traditional and local knowledge, which is so difficult to collect and even more difficult to frame and present, as the traditional methods and knowledge carriers are being vastly lost.

1. The essential transcribed parts of the following interviews can be examined in Appendix 2.

10 Surveying Ethnography

A short survey was done to test interview questions and to make sure that some of “Words of wisdom the preconceptions around the topic are not taken for granted by mistake. Most questions were open-ended essay fields rather than options. They invited to share stories sometimes help and and experiences about growing. actually solve the Surveying was a good exercise that helped focus further ethnographic research. It was divided into three parts: problem with a plant. 1) Starting a garden was the first section aimed to provide an overview on the grow- However, I never feel ing context and the first growing experience. From 10 respondents 5 would be urban gardeners, 3 gardened in the yard or at home and 3 had troubles starting a garden like I actually under- but would dream about having one. 2) The second section addressed the growing problems and the ways to deal with stand what is going on them. 7 out of 10 would come with their problem to an older more experienced family with the plant and if I member. The rest would address either the supplier or try to find relevant information online. am going to be able to 3) The last section provided some information on how people plan, track and process their harvest. know the answer the next time.”

11 Grower interviews Ethnographic research

Eight in-depth interviews were found it hard to start gardening This story became one of the in- Kindergarten teacher. This carried out with amateur grow- again. spirations for the final concept. amateur grower was learning ers. Following interview insights from a plant specification book “Gardening has taught will sum up the findings. They are very enthusiastic about me patience, and to pay that his parents gave him. He growing and even shared imag- attention!” was exploring the plants around Traveler gardeners. The cou- es of best gardening memories. him with the help of this book ple with longer gardening his- For example, their vineyard tour Casual gardeners. A few ama- and this is how he developed tory was interviewed first. Their experience was one of the most teur gardeners shared the same his interest to the plant world parents did not grow anything important insights of the inter- casual profile. All of the inter- around him on the first place. As so they talked about their chal- view. There they learned about viewees pointed out patience, a kindergarten teacher he could lenges as beginners. Most of a little companion planting tip own mistakes and observation share personal enthusiasm with the help was provided by their that they were able to apply at as the best teachers they could children at work. They planted a local network: a more experi- home. However, this tip was in- have. Moreover, they valued small garden together. In his ex- enced neighbor or a local sup- troduced to them casually. So the knowledge more if they fig- perience enthusiastic teacher is ply assistant. They approached when they ran into problems at ured the solution themselves, the main channel for successful a lot of problems by just trial and home they had to find help else- through observation, trial and learning. He believes that creat- error and are generally quite re- where. error. When the problem would ing interest to nature in general laxed about their gardening and be too complex to solve, they early in life is the most important “When you see those things enjoy the process more than the you also learn. Roses and would usually address an expe- motivator later on as it sets the result. grapes growing together rienced elder, friend or expert right habits. from their personal network. look like decoration. But it “You have to be interested in The couple stressed that the is not. When we asked, they nature as a whole “ growing specifics change from explained the purpose of this Younger amateurs mostly have place to place. All the knowl- companion combination. And some sort of online support Grandmother and grandson. edge they got in a new country they do research and inves- system that they can come to in I examined a fruitful connection they moved to was from other tigation and development case of a problem. However, it of a grandmother and her grand- enthusiastic people. However, there to find out solutions did proof to be less helpful then son to see how the subjective after moving again recently, they like this one.“ addressing somebody locally. growing knowledge is being

12 taught traditionally. The biggest issue with learning from elders “Anything from this is that they often do not know how to frame and communicate knowledge about nature what they know. They only know makes you a better am- how to explain by doing. Kid: “So I decided to play this ateur, because you have farming game. It excited me. to know about weather, I wanted to live through it in reality. But I learned that the about plants and weeds game is very much easier. “ to know about the life cy- The kid on the other hand was sharing his perception of the cle of plants.” world of plants what he finds interesting and important. He clearly learned a lot more from practical exercise rather then from his favorite gardening com- puter game.

“I don’t think that the game could do a better job prepar- ing me for the village because it will always lack something.“

13 14 15 Expert interviews Ethnographic research

Minfarm. The first meeting was the plant. It also depends on the Agricultural board consultancy ety of questions from the most with the local project MinFarm. planting zone and how inland was an organization that existed basic to the most advanced. It adds a layer of transparency does it grow. in Sweden before it joined the “..what kind of insects, the between the local farmer and “You have to know where EU. This organization used to the consumer by documenting unite research experts, teach- weeds, how should I grow the plant comes from”. this, what kind of technique and sharing inside view on farm ers and consultants in a specific would I have to use, how life. The founder of the project The teachers talked about big plant or growing technique with long does it take, what is shared his ideas about the tra- problems in educational struc- professional as well as amateur an ordinary harvest, every- ditional knowledge that needs ture. They indicated that poor growers in one place. It sound- thing... “ to be collected and framed into presentation of gardening in ed like a lot of people from this something readable for an am- schools lowers interest in gar- organization still keep in touch. Finally, the most paradoxical ateur. He was the first one to dening for teenagers. So, they They do not perform their past comment was when this expert mention that the information do not choose to study it as a duties & tasks. said that they are all amateurs found online cannot be useful career. On the other hand, peo- in gardening. This proved again “Around 10 years ago we had because it lacks local relevancy. ple normally start to develop in- that growing experience is diffi- a quite developed counselor terest for growing after 25 years cult to pass on not only due to service, but that is all gone old. They try to organize class- its own time and context sensi- Horticulture teachers from now, because now we are Forslunda Gymnasiet, a lo- es, but often school cannot af- members of the EU. [...] We tive nature. But also, because of cal agricultural school. Meet- ford that for adults. had a service for the com- the attitudes of the people who ing with a former horticulture mercial gardeners, for those own it. They simply don’t con- professor and a current study Coordinator of the regional who wanted to live on it. sider themselves knowledge- manager provided insight on agricultural program in Vast- Then you had advisers that able. agricultural education struc- erbotten from Länsstyrelser- worked with amateurs.“ “We are all amateurs!” ture. Some of the main findings na. Meeting with a coordinator of this meeting where related who is also a former gardening Typically the consultant would Coordinator added that any lo- to the plant physiology. All the consultant was an interesting either help over the phone or cal growing project would be knowledge about care comes insight on the history of the re- would travel on location. Con- supported as long as they see from understanding the origin of gion’s farming development. sultants would deal with a vari- the interest and a plan for it.

16 Supply store assistant. This organic farming. Organic vege- “People want behavior and at- interview provided a lot of in- table gardening is quite different titudes to be in sync, they want sight on the needs and con- from other types of gardening, balance. And as we change our cerns of beginners who come as it requires a lot of preparation behavior, rapidly, we tend to to the store. and experience. Farmer pointed look at our attitudes and say “I out that despite all the educa- “They mostly start with herbs, probably think this, because I tion some of his judgments are because it’s the easiest.” act like this, so this is probably still guided by experience and a what I like”. “ A lot of them are increasingly feeling, rather than a calculation. concerned with the quality of This knowledge in subjective Study group organizer at plants. For example, they spe- and cannot be documented. Studie Fråmjandet. This in- cifically ask for organic seeds. terview was conducted later in It becomes especially difficult Pedagogue. Interview was the process. The study social when parents come to buy conducted to get a better un- service aims to organize class- plants for their kids, because derstanding on the nature of es and study groups for adults assistants do not know for sure learning. Pedagogue viewed ev- around their interest. They run if the plant was treated with ery step of the learning process gardening courses along with chemicals or not. through the lens of interest. other locally relevant classes. Seeding the interest in learning Local organic farmer, for- was one of the main takeaways. The social service aims to build mer SLU researcher, former stronger local communities organic farming consultant Psychologist. Talking to the around shared interest. Their and the first organizer of the psychologist gave an insight biggest problem, however is local Farmer’s Market. The on habits as well as a basic in- to engage enough people and interviewee shared his insights sight on behavioral psychology. communicate their services to on the agricultural education This meeting steered the focus them. structure, plant physiology, soil towards creation of awareness chemistry and the specifics of and interest.

17 Synthesis Grounded theory

All the research findings have been collected together and mapped onto a physical wall: quotes, transcribed interviews, data about stakeholders, their connections and scales.

After the map was complete a grounded theory method was used to prioritize and cluster the findings. Color-coded circular stickers were applied to different quotes indicating a problem, an inspiration or a need. Then those codes have been subdivided by topics into 6 main opportunity areas.

1) User setup 2) User network and guided cooperation 3) Setting expectations 4) Collection, framing and preservation of traditional and subjective knowledge 5) Collection and framing of locally relevant knowledge 6) Gardening education - resource reorganization

This method also helped outline four persona profiles and scale the relevancy of communication mediums.

18 19 Personas Communication mediums Synthesis Synthesis

Three grower types were identi- Analyzed services as well as the On the other extreme we have fied: fighters, casual gardeners, user studies showed that the all activities that usually require dreamers. most relevant information is lo- collaboration and time. How- cal. Personal network, Growing ever, they also provide better Fighters share the same impa- context, Experience, Reason- quality knowledge and local tient profile. They want “every- ing and delayed feedback are connections that help you grow thing at ones“. Their motivation among other factors that can your experience faster. has different origins. Either it is and should influence the grow- inspired by food or financial in- er’s decisions.1 This task-orient- This scale helped direct the final security. Very active they usually ed analysis helped define and solution towards the classes, find a lot of personalized tools scale existing communication tours and need for observation for help. mediums by their qualities. as the main learning mediums. Focus was put on an explor- The casual gardener have a very On the vertical axis information atory solution and a creation of process oriented outlook, which can be directional ( answer the initial interest rather than on a helps getting over the challeng- questions “what and when”) or personalized tool. Market area es. They enjoy sharing their pro- qualitative (“how and why”). On will better support and motivate cess, harvest and experience the horizontal axis information amateur grower in the long run. with the people they know and can also be presented in scien- share interest with. tific or exploratory ways.

The last group of dreamers do Generally speaking, all the re- none or non-confident steps to sources on the right bottom are start gardening. They have no personal and support individu- supportive network or meth- alistic values. Most of the ana- od to be successful. The final lyzed market solutions are lo- design proposal was shaped cated around this area. around this profile.

1. Please see Appendix 4 for a detailed description influencing factors.

20 Regular Inconsistent Collective values

Quality knowing how and why

Consultant Focus Gardening classes

Gardening books Gardener’s club Own mistakes Personal Observations Farm tour Scientiﬁc WEB Exploratory (Interest booster) Botanical Garden

Online forums Experienced Peer

Tracking services

Directional feedback knowing what and when

Individualistic values

21 Creative process

A lot of initial ideas were generated during research. The first concepts where based on these initial ideas.1 They were presented to expert stakeholders as well as the users. The directions were eventually narrowed down to one concept and a service around it.

A workshop with peers and brainstorms were carried out to explore the design components for this idea. A concept developed through a few iterations. A short experience test outside with unprepared public defined the last elements of the final proposal.

After that an actual production process started with prototyping and wire-framing.

1. More detailed description of the initial ideas is in Appendix 3.

22 Design principles & goals Creative process

Having a place were you can learn more about your interest is important. Right now, there is lit- It should be sensitive to the qualities tle or no physical or digital space that would give of personal network, context and a cohesive perspective on local nature, tell about bioregion. it’s past and present usage and give you simple introduction on how to try using it yourself. What if local plants could become the ambassadors of It should promote hands on, practical traditional knowledge associated with them? What involvement rather than theoretical if they could communicate its values and benefits learning or simulation. in a more meaningful and engaging way?

The final proposal aims to generate interest in traditional food production and directs it towards lo- The solution should explain rather cal study communities. The final design should in than direct. It should encourage col- some degree satisfy the following principles. laborative exchange of experiences.

The solution should take advantage of the time required for growing. Make it a good thing!

The solution should encourage exploration and focus on the process rather than on the result.

23 24 Brainstorming & a workshop Creative process

First step was a short brainstorming session. It was The second half of the workshop was devoted to held with 2 design peers and was used to prepare the outdoor tour experience. Participants sketched questions for the workshop. The workshop was down the places in the city that they associate with conducted with design students. They all share nature, plants and growth. Afterwards, they were essential qualities of a target persona. The goal of asked to work in teams in order to create a muse- this sessions was to explore options for interaction um experience for one traditional dish. In the final with a plant and to sketch down some initial sce- show and tell session all experiences were placed narios for the outdoor tour experience. on a city map.

The first stage of the workshop was devoted to The first activity helped explore opportunities for values of a plant. Each participant in the group the plant-human interaction interface. For exam- was given a herb that they could name. Everybody ple, in one of the concepts plant’s stories could be had a plant that they could personally associate dragged out of the branches or triggered by touch. with. Then participants were asked to answer the This became an inspiration for the future design questions on the wall about the values of a plant. proposal. The second session also set a few prin- After the wall was filled up with values each par- ciples for the future outdoor tour experience. Play- ticipant could choose one to build upon. They had ing with culture, local secret place, change of per- to imagine, how their plant could communicate a spective are some of the inspirational values that selected value. In order to simplify the task, “fate were used in the final design. cards” with short inspirational poems were distrib- uted among the participants. The cards would de- scribe a specific medium or sense that could be used in interaction.

25 26 Experience test Creative process

Experience test was done to make sure that all could easily navigate themselves. the design elements work well together. The tour The users had to perform a set of tasks both on experience has been quickly tested with 5 unpre- the tree and on the phone, while the audio files pared people from the street. Testing station was were switched in their headphones by the facili- set next to the currency exchange bureau in the tator. middle of the city. It was the best place to meet a lot of non-locals (target persona) within a short Last but not the least, a small survey was distrib- timeframe. A birch tree was picked as a target uted to the participants. It helped analyze the cu- plant, as it is very common for Umeå, which sim- riosity level of respondents on different stages of plified the search for a test location. On the other the experience. Participants were also asked to hand, this tree already has a lot of local culture evaluated the level of knowledge and curiosity for associated with it, which simplified the concept local food enthusiasts they had before and after introduction. the session.

A set of assets were produced quickly before the As a result the first stages of the experience have test: audio files with actual stories about the tree, been rethought. The use context, the audio out- a little iPhone interface prototype and a poster put and navigational aspects of finding and con- for the tour introduction. A phone prototype was necting to the tree were redesigned based on this bound as a booklet, which worked very well. On test. For example, the audio output on the phone one hand, it was rigid enough for testing outside. was replaced by a speaker on a plant itself. On On the other, it had a familiar structure that users the good side, the curiosity about the local food culture after the session proved to raise.

27 Prototyping & development Creative process

Prototyping of digital, physical and service elements of the design was done with wire frames, scenarios and use cases. This methods have been used to narrow down and define all the elements of the final proposal.

The physical prototype was roughly sketched in cardboard and paper and placed in the context for testing.

From the technological perspective it was exciting to try out the interactive plant technology. Current- ly this technology does not have a functional ap- plication. It is used mostly for fun. Being able to sense the touch on a plant is a very appropriate technology for the concept and is used here with a purpose, as it helps differentiate between the stories depending on where you touch.

Prototyping electronics took more time, as very specific rare component had to be ordered for plant sensing. However, with the components on hand it was impossible to prototype the whole plant-touch interface. It is because the frequencies are read only from the little portion of a plant. Instead, other sensors can be used to simulate the ideal experience.

28 Design proposal

Local Roots is a design of a system where local interest circles and study groups share their knowledge and interest in the context of an outdoor museum. Here, by touching local plants we can listen to the guide and get inspired by a first glimpse into the local culture of traditional food production.

The biggest inspiration for the plant installation concept comes from interviewees. They talked about a farm tour learning experience, where they found out about a growing tip. On the other hand, teachers talked about developing general interest in nature and watchfulness as a key to success in any nature-related task.

29 System & Touchpoints Design proposal

The design proposal lives within an existing social y St ud service, an expert knowledge provider Studie Fråm- p la n jandet.1 Their goal is to better expose study events and activities in order to build stronger community and educate adults on their interests. On the other hand the goal of the local museum is to better collect and expose the memories of local community. Studi The service blueprint provides an overview of both främjandete existing and edited steps of this service.2

This thesis project mainly focuses on the introduction experience to this system, on the outdoor museum plant tour “what’s my flavor”. Following is a step by step description of desired experience.3

Target audience of the study group is a young person, newcomer to the area. These people do not usually have any local community connections as well as the knowledge of the local nature. They come from different climate conditions and their network at home would not be able to support a dream about a small garden in a new place. The character is based on the third persona profile, the dreamer (p. 20).

1. Please see Appendix 5.1 for the illustration of the current service. 2. Please see Appendix 5.2 for a service blueprint. 3. Please visit http://vimeo.com/67209961 to view the movie of the experience

30 Interactive plant audio installations of this tour staff or by explanational media materials, posters and brochures available at the re- are placed on or around the local plants, which are ception. They tell about the interactive installations, their location and the things visitor growing on the museum’s territory. What’s my fla- will learn from them. They also illustrate how to interact with a plant installation. vor? interactive plant tour is introduced by museum The museum map and signs will guide the museum visitor to the talking plants.

31 The plant installation shape was inspired The plant installation calls visitors atten- Every birdhouse has unfixed amount of by a birdhouse, as it is familiar and com- tion with light and sound feedback. light sectors. All of them represent both mon for the context. It also provides a bet- First it senses the museum visitor that is the stories and their relative location on the ter sound and light feedback when placed approaching the installation. It introduces plant. higher up, closer to the visitor’s face. itself and invites to touch it and listen about its flavorful stories. By touching the plant visitor starts literally The behavior of a birdhouse was borrowed tunning into the content hidden inside. The from a radio to introduce a fun and a low- The lights on the front of the birdhouse turn front light sector get brighter as the hand tech flavor to the experience of navigating a on and off in a wave-like manner to fix visi- approaches the story on the tree trunk as- very plant. It really helps to create an illusion tor’s attention on the installation. sociated with it. The radio tunning in sounds that the plant can actually understand your accompany the search of the story. touch.

32 This example story about tap- ping birch trees from a local wild food interest circle is triggered when a visitor touched the middle of the trunk of a birch tree:

Tunning in sound

Background sounds of the forest. “Sap is an incredibly reach source of vitamins and nutrients, which the tree uses in order to start its new season. So, it starts all the buds and the leaves and that’s the fuel that gets everything go- Currently playing story lights up and stays on The content for the plant installations is ing.” till the visitor leaves the plant. This way, when fed from two constant channels. One is the all stories are opened, the front of the bird- museum staff & archives. The other comes “We are going to make the hole in house will be all bright. from the study groups. the tree at a slightly upward an- gle.“ By touching different parts of plants of the The study plan of the study groups was tour, museum visitors trigger information slightly redesigned. Now it proposes that Drilling sound. about plant’s nutritional and cultural values. every classes will end with a final wrap up They start to see food opportunities in nat- session for feedback or with a final event “And before we leave the tree ural ecosystems, gain experience and train or activity, where class members would be we have got to make sure that watchfulness the same way they would do it able to share their interest with the commu- we cover the hole, because oth- for centuries before, by touching, smelling and nity. That would allow to collect, preserve erwise the tree will keep loosing reading the signs of nature together with the and expose the most interesting facts, sto- sap and eventually will bleed to more experienced peers. ries and food-related experiences. death.“

Sound of breaking branches.

... 33 Edible leaves

34 How does it work Installation details

An outdoor birdhouse radio can sense the touch on a plant by Any input on the plant is processed by a controller, which selects sending and measuring specific ranges of frequencies. This plant the tracks to play through the internal speaker. It also triggers an sensing technology was originally introduced by Disney Research.1 associated flexible light sector to light up.

The artifact has a solar panel on the top and a battery to store the Wireless communication would let the installation owners upload energy. There is a frequency sensor that measures the signal from their audio files to the plant without unmounting the birdhouse. the plant and a distance sensor that checks for visitors. This allows high content flexibility.

1 story

1. Disneyresearch.com (2012) Disney Research » Botanicus Interacticus: Interactive Plant Technology. [online] Available at: http://www.disneyresearch.com/project/botanicus-interacticus-interactive-plant-technology/ [Accessed: 3 May 2013]. 35 Local Roots website Online experience details

During the tour museum visitor gets directed towards the Lo- cal Roots website. Local Roots is a responsive life-logging and resource platform where all interested community members can share and document their food production process. They like to get updated on the upcom- ing events, activities, resources of the study groups or catch up with peers after participating in the classes. On the other hand, ability to document and browse tips from local experts helps beginners develop the interests with reliable information before they in- vest time into a study group.

The platform plays an important role in connecting people based on their food and nature related interest as it helps the study services, local experts and other collaborators adjust to ever-developing trends.1

1. Please see Appendix 6 for more screenshots of the interface

36 The website has geolocation ca- After joining at least one online community member interacts mainly with the personal- pability, which checks if the visitor ized feed. He can always add different food production techniques to his feed. The feed accesses the website from near the filter is available on the top of the browser. It is designed to help sort though the available plant installation. If so, it proposes to data by expert resources, study events and classes, local community projects, collabora- open the information related to the tions and volunteering, geotagged data from the museum, inspirations and updates from one placed at the installation nearby. other online community members.

37 Reflections

I believe that as a designer you can never have a I was very ambitious in the beginning of the process feeling of fulfillment. In most cases it is true and your with my networking success. But, even though I got work is never done even after its shipped. a lot of people to share their experiences with me, due to the lack of experience I could not under- Due to this project I found out a lot of things about stand how to form even stronger networking con- myself and about the tasks that I should or should nections with them. The disadvantage is that I felt not take on in the near future. For example, more less confident and could not easily test my ideas. insight into the daily tasks of account directors and The good thing is that I was able to approach the project managers will help me respect and appre- problem from system standpoint and take into ac- ciate their work after school even more. As both a count different players and stakeholders without a designer and a project/account manager you have goal to satisfy one of them specifically. But rather to unite the doubt and to have the courage for a to produce something that would make a point. As strong believe in your idea. However, both attitudes a result, the system becomes more cohesive be- do not coexist well together. cause all of the players are taking part and getting exposure through the designed tools. With that said the goals of the project were met as expected. I challenged myself in many ways and In general, I am happy to be done with the long was willing to find an alternative solution, some- project. I also understand that it is important that I thing that was not yet done. I also tried to get out can see my mistakes clearly and learn from my own of a personal comfort zone by pursuing the activi- process. So, hopefully I will be able to account for ty-centered design approach and prototyping. The that in my future work. process on the other hand was challenged by the subject itself. Growing takes time and happens only at a specific time. This slowed down the work process and decision-making.

38 References

Pollan, M. (2008) Why Bother?. The New York Times. pedia. [online] Available at: http://en.wikipedia.org/wiki/Agricultural_science [Accessed: 28 Apr 2013]. Amory Starr (2010) Local Food: A Social Movement?. Cultural Studies, Critical En.wikipedia.org (2011) Agriculture - Wikipedia, the free encyclopedia. [online] Methodologies XX(X) 1 –12. [report] SAGE Publications. Available at: http://en.wikipedia.org/wiki/Agriculture [Accessed: 28 Apr 2013].

Chamovitz, D. (2012) What a plant knows. New York: Scientific American/Far- En.wikipedia.org (1895) Ethnobotany - Wikipedia, the free encyclopedia. [on- rar, Straus and Giroux. line] Available at: http://en.wikipedia.org/wiki/Ethnobotany [Accessed: 28 Apr 2013]. Csikszentmihalyi, M. (n.d.) Objects and the self. p.27. Golden, K. and Hewitt, A., et al. (2010) Social Entrepreneurship, Social Impact Dan Saffer. (2009) Designing for Interaction: Creating Innovative Applications Metrics. MaRS White Paper Series. and Devices, Second Edition. [S.l.]: New Riders. Greenberg, S. (2012) Sketching user experiences. Waltham, Mass.: Morgan E. Johannes, R. (1989) Traditional ecological knowledge: A collection of es- Kaufmann. says. IUCN, The World Conservation Union. Husqvarna (2011. Global Garden Report. En.wikipedia.org (2007) Flowering plant - Wikipedia, the free encyclopedia. [online] Available at: http://en.wikipedia.org/wiki/Angiosperms [Accessed: 28 Husqvarna (2012) Global Garden Report. Apr 2013]. Available at: www.husqvarnagroup.com.

En.wikipedia.org (1998) Botany - Wikipedia, the free encyclopedia. [online] Peterson, D. and Selsam, M. (2008) Don’t throw it, grow it!. North Adams, Available at: http://en.wikipedia.org/wiki/Botany [Accessed: 28 Apr 2013]. MA: Storey Pub..

En.wikipedia.org (2009) Sustainable agriculture - Wikipedia, the free encyclo- Sheaffer, C. and Moncada, K. (2009) Introduction to agronomy. Clfton Park, pedia. [online] Available at: http://en.wikipedia.org/wiki/Sustainable_agricul- NY: Delmar Cengage Learning. ture [Accessed: 28 Apr 2013]. Thackara, J. (2005) In the bubble. Cambridge, Mass.: MIT Press. En.wikipedia.org (1887) Agricultural science - Wikipedia, the free encyclo-

39 40 Appendix 1 Products overview

41 Click&Grow AeroGarden Texting leaf sensor Botanicalls

A cheap assemble-it-yourself Click&Grow is an easy-to-use AeroGarden is a low This sensor works based on the equivalent of a plant sensor. electronic smart-pot that grows maintenance system that creates Smart Dust technology. It is still In this project plants are plants without watering and near to perfect conditions for in development. However, it is given the ability to call fertilizing. No knowledge about plant growth. A simple set up designed to collect vast variety and text message people to gardening required. Everything for a few basil plants can be as of data and can be used for a request assistance. People is taken care of by the smart expensive as 100$. bigger scale farming. who are unsure of their technology. ability to effectively care for growing things are given visual and aural clues using common human methods of

Botanicalls website: Click&Grow website: Aerogarden website: Online description:

http://www.botanicalls.com http://www.clickandgrow.com http://www.aerogarden.com http://www.futuristspeaker.com/2011/10/tap-

ping-into-the-secret-language-of-plants/

42 Koubachi Wi-Fi Plant Windowfarm Tower Garden Sensor Koubachi Wi-Fi Plant Sensor Windowfarms began as Tower Garden is a state-of-the- measures soil moisture, tem an experiment developing art vertical aeroponic growing perature, and light intensity. environmental solutions through system. It’s perfect for rooftops, Information is collected in open source collaboration patios, balconies, terraces—just the cloud and displayed on and has evolved into a social about any relatively sunny place users phone, were he gets care enterprise, a successful business outside. For about 500$ this guidance for free. The 150$ that organically fulfills a automated system provides an sensor can be used for a few mission toward healthier people amateur grower with high yields plants. and a healthier planet. and all the nutrients required for plant growth.

Tower Garden website: Koubachi website: TED talk by Britta Riley

A garden in my apartment: https://www.towergarden.com http://www.koubachi.com/features/sensor?lo- cale=enm http://www.ted.com/talks/britta_riley_a_gar-

den_in_my_apartment.html

Windowfarm store:

http://www.windowfarms.com 43 FarmCraft Digital Seed Gardenopoly Root View Farm

FarmCraft is a game for The Digital Seed is a microworld A board game were the whole A science toy for kids to explore kids, where they learn about for learning about plant growth family can develop their interest the growth of a seed into a agriculture. On different levels designed at MIT. The Digital in growing together. Players sprout and then into a developed of the game they create different Seed is a virtual alter-ego of a buy garden favorites, collect plant. The 30$ setup is designed gardens for different weather real seed - a cube. The user must clay pots and trade them in for mainly for the classroom usage. conditions. The basic knowledge take care of the seed: watering greenhouses. Going through of fertilizing the soil, watering, the cube, keeping the cube the different game scenarios can seeding and harvesting is well right temperature, and exposing evoke interest and will teach communicated in the game. it to the right amount of light. A the whole family about basic perfect learning tool for kids. gardening.

FarmCraft web page: Digital Seed web page: Digital Seed web page: Root View web page:

http://www.bigfishgames.com/ http://www.i-cherubini.it/mau- http://www.i-cherubini.it/mau- http://www.insectlore.com/root- download-games/4507/farm- ro/projects/digitalseed/ ro/projects/digitalseed/ vue-farm craft/index.html

44 MinFarm Garden sensor, ser- Stufa Herb Kit SproutRobot vice from Japan

MinFarm allows people build This sensor measures the A herb gardening kit that SproutRobot is an online service a virtual farm online that is temperature, the moisture of the provides you with the seeds, pot were a user can create a virtual grown locally, by farmers. A soil and the level of sunlight. For plates, printed material for care version of the garden, order customer can choose whatever a 30$ a month service a set of and even recipes! The product seeds and other related produce. veg, fruit, dairy, herbs and scientists will analyze the data is mainly targeted on urban pot From tie to time he gets email livestock, they like, and watch from the sensor and supply the gardeners and aims to support notifications and updates on the them grow online. user with personalized growth their motivation and love for garden’s status. plan via e-mail or text. gardening.

MinFarm: Online description of the product: Stufa website: SproutRobot website:

http://www.minfarm.com http://www.dvice.com/archives/2010/10/cell- http://stufaconcept.com/about/ http://sproutrobot.com

phone-garde.php

45 Grow the Planet BBC gardening guide Farmer’s Almanac Garden Registry

A gardening community An online resource that This is a traditional An online map and a network. This service takes a provides amateur gardeners moon-based calendar that networking tool created to step forward from SproutRobot with basic tips, brings all predicts weather and dates connect urban gardeners of and SmartGardener services. the projects and resources for germinating, seeding, San Francisco. The website is It provides guidance. But together in one space and even harvesting and other. used to register the existing most importantly it to connect gives advices on how to make Traditionally in this sort of and potential food production gardening enthusiasts not your family and network more books you would find all the zones within the city limits of only by their interest but also interested in supporting your details needed for growing. San Francisco. by their location. Here, for gardening activity. However, example, you can search for a lot of those tips can be used

Grow the Planet website: Gardening guide website: US Farmer’s Almanac website: Garden Registry website:

http://www.growtheplanet.com/ http://www.bbc.co.uk/gardening/ http://www.almanac.com http://gardenregistry.org en/ gardening_guides/

46 Propaganda or guer- R&DIY FarmHack Grow Food not Lawns, rilla gardening Facebook and Pinter- est feeds

A group of activists are invading Open source collaboration Farm Hack is a farmer-driven There are a lot of very popular the city space with vegetable platform where participants community to develop, document online feeds, where enthusiasts gardens in a little British town from all over the world share and build tools for resilient from all over the world are Todmorden. The movement their insights on a hydroponic agriculture. The process is posting inspirational projects, starts to grow to other cities windowfarm. Project illustrates accelerated by connecting mottoes and news about self- where more and more people can a great way to develop, test and farmers with other farmers, sufficient food production. This find the benefits of a city garden. apply complex and very practical engineers, designers, architects type of resources shape culture ideas. and other allies through in- and provide general overview of person events on farms or at possibilities. institutions, and through an online forum.

Ted talk by Pam Warhurst Research and develop it yourself Farm Hack online community website: Online resource:

How we can eat our landscapes: project’s website:

http://www.youngfarmers.org/practical/ https://www.facebook.com/GrowFoodNot- http://www.ted.com/talks/pam_warhurst_ http://www.rndiy.org farm-hack/ Lawns?fref=ts how_we_can_eat_our_landscapes.html

Guerrilla gardening homepage: 47 Appendix 2 SelectedAppendix interview 2 quotes Selected interview quotes

48 Interview with local organic farmer

“I was studying a tree {algus year is different from anoth- measure the amount of Boron incarnates}, it’s a nitrogen er. When you do one thing one “I know that the modern, com- in the soil, so that I know in fixing tree and it leaves both year, and you think that is mercial farmers, they have in- which field do I have a defi- clover and alnus they have the smart, and when you repeat it fra-red sensors on the tractor. ciency and add some. bacteria in the roots, they take the next year it turns out to be They can measure by illumi- the nitrogen in the air, trans- stupid. And yo do it, and then nating the pants by infra-red So, for example, now, when I form it to ammonium and give you realize that it is OK in one light, get reflection, and the make my plan for this year, it to the tree and tree gives way, but it is stupid in another sensor tell you that this plant I decide to have cabbage in sugar from the leafs and pho- way. So, the third year adapt need more nutrients. And then a certain field and if I have tosynthesis to the bacteria. So to both of them. “ you have commuter programs cabbage there, I know that I it’s like the symbiosis. And that make a quick calculation need much more Boron, then if I was studying it for my PHD. “So, if you do want to know so the you get information to I have carrots there. So, I need And I wanted to study how what the plant needs and what your machine that spreads the to know of that field contains the ensien that binds nitrogen the situation is you have to an- fertilizer. So, you can drive enough Boron or if I have to it needs a lot of energy and alyze the leaves and you have over a field and this sensor add some. “ oxygen. But, at the same time to analyze the soil also. But measure the situation of the nitrogen ensien is very sensi- this is really expensive, and plant, adjusts the amount of “If you study agronomy, you tive to oxygen. So, how does in an organic farm you cannot nitrogen for the specific part can study a lot of different that function. How do bacteria fix things like you do when of the field and you can adapt courses, but I was focusing on and the plant both supply the you use chemical fertilizers, the amount of fertilizer as you plant production. So, I stud- ensine and process the ener- because they are not allowed. drive. I mean in different spots ied soil chemistry, soil biol- gy and how do they protect You cannot use chemical fer- of the field there is different ogy, plant physiology. When it against the damages from tilizers to fix the situation. situation. I think, this is the you deal with chemistry and oxygen. “ That’s bad for the plant. So, in most modern technique. But it physiology, you do a lot of organic farming you have to is not organic.“ laboratory work and you read “I’ve done a lot of mistakes. be one step ahead. Sometimes a lot also, and it is theoretical Yo learn something one year, we say that in organic farming “If you grow cabbage and dif- work. You are not out working and you think that you are we don’t fertilize the plant, we ferent kinds of broccoli, they in practice way , you study the not going to do this next year, fertilize the soil. So, you have need a lot of Boron. And, Boron plants in laboratory. Some- because this was very stupid. to prepare for the good situa- deficiency is very common in times you make field trials, but And next year you use this new tion in the soil and that’s when our soils here. So, I have to add mostly it’s very theoretical. “ information and something crop rotation become very some Boron and I have to know else happens, because every important.” that in advance. So I have to “When we discussed why there 49 Interview with a psychologist

“We know that some people, “Habits is basically when you it’s not a conscious thinking “People want behavior and without us telling them to, have an automatic idea in process or choice process, it’s attitudes to be in sync, they actually do choose to re-frame. your head and an immediate just there.. want balance. And as we response, without thinking, change our behavior, rapidly, There are many methods. What without concerning myself The same works with any we tend to look at our attitudes it is, it to transform the payoff - what are my options. For social habits.“ and say “I probably think this, structure of this dilemma, example of taking the car because I act like this, so this making it a gain, even if I choice in the morning, your “The thing about habits is is probably what I like”. “ choose to do something for aim is to get to work. If you that it is extremely difficult someone else. And the people have just moved to a new to break them when they are “But you have to get them to , who actually make those city, for example, or you have set, because you have to go find that social dilemma as choices, it’s about their basic relocated to a different part into individual feedback. And their personal internal moral values. of the city, we see that people thats very difficult to get into dilemma. Because, otherwise tend to stop and think “Well, people’s mind. What you can it’s quite easy to find excuses We know, that people who it’s nice weather today and I do, is to start forcing them and say, well “I have no time, have more collective values, have my bike and that’s not to change behavior. What we no money, no possibility. But, for whom guiding principles far, and I have my luggage to do now, when it come to the everybody else should do the in their life is solidarity, it’s carry or I don’t have much environmental aspects of life, right thing, but I cannot..” But about taking care of each time pressure today, so maybe the society or the community if you get people to feel that other, nature, that kind of bike is a good choice today”. as a whole has so far focused they have a moral obligation values the influence their But, habits develop in a stable on information campaigns, to actually do their part, then lives. These are important context, when we repeat the education - all aiming to you have a better chance of value to hold in order to same behavior over and over change attitudes. The problem seeing the behavioral change. “ make the “right” choice. In again in a stable context, is that the affects of this comparison, or the other such as going to work every change attitudes don’t reach “But the interesting thing side of it, if you have very morning, we tend to develop the behavioral change, because about gardening also, you can individualistic values, where it habits. And, if you have of these habits. So we have view it, which makes it a bit is achievement, power, money started to choose the car and to break the habit before we more complicated, growing and power. Those people, to you do it repeatedly, finally can see any affect of the new, your own vegetables on one less degree choose to re-frame you do not think of anything improved attitudes. Then we side it might be a part of is from the immediate gain of the else, you just grab the car can actually focus on behavior. taking action towards a more easy life. “ keys, when you think of work “ pro-environmental society, but you grab the car keys. And it may also be closely related 50 Interview with a pedagogue

“Many things in education are the future. “ understand better. achieved via game and interest Reenactment will not help if a child. Even difficult things “I advise parents to have them solve a specific problem, can be presented in a gamyfied the shelves with kid’s but rather would start them way and it will be interesting. achievements, so it does not thinking about it. “Put “ collect dust somewhere but is this seed into their soil”. up on display. It’s important Something becomes interesting “Taking an active part in for the kids to see the results when it becomes a part of you. the learning process and of their creativity and it’s It is always possible to develop creating something together. value. Or that they can give it interest, even for those who do And it does not matter for the present for somebody.. “ not seem to care at all. if it is difficult then. It’s always interesting when the “Long ago I realized that your When there is a lively teacher is taking part in this personal experience and even discussion in the class, active process of learning, your own mistakes are often those who are not ready exploration and creation. I the best teacher. “ and not interested are have a student who even forget starting to listen and still that I am a teacher and starts “It’s important to prepare will understand the subject. addressing me like an equal the soil, to craft a question Energy and love for the subject classmate. “ or dilemma that would be is like a chain reaction. The interesting or relevant to more people a passionate about “It’s 100% better to use the students. Sometimes it’s a question, the more people different senses when important not only to have will pay attention to it. learning. “ an enthusiastic teacher that loves the subject, but also to We can have more or less of “If from childhood you had give a good background to some qualities but, no matter a good base in education, it the subject, back it up with a if we want it or not our main was interesting, you felt like history. Then reenactment is values are quite similar. For you can or you want to figure also a good technique because some reason I believe that out something yourself, then it makes students apply what those values are present for the information has a batter they learn to themselves, every person. “ chance to stick or it is easier to become this other person learn or relearn something in or thing and helps them 51 Interviews with amateur gardeners

“I would say it is time- “Something cultural also I consuming but you have “You talk with the plant. All think. Now as we are in [this fun with it. So, it’s not that of the plants that we have at new country] for example, stressful.“ home, all of the plants look one thing it is a big city. So lovely, all of them are named.“ when we go place outside the “That was the part that big city, you see the kids of we personally did not like “My neighbor [to address different ages and they are because in that case [to cure for help], and if I don’t find working on the land and soil. I the rose] we had to use a my neighbor I will go to the think it is something cultural. little chemicals. Maybe at internet. But normally, in “ the vineyard they don’t use the area, where we live, they chemicals but at home for us to are normally dedicated to “Those things we know do it quick is with chemicals.“ gardening. So, I will go to this because we received them from specific place to buy small our grand parents in Panama “When you see those things plants of salad, tomatoes, when we were young. Mothers, you also learn. Roses and cucumber. And I will go also grandmothers gave us all that grapes growing together look and I will explain to them knowledge. And now we know like decoration. But it is not. the problem, and he will say and we know the plants also. When we asked, they explained : “well, try this or the other”. So, today we can just go and the purpose of this companion And that is a more direct see a plant and know it is good combination. And they do contact. But, the first thing for this or the other. “ research and investigation and you have on hand is Internet. development there to find out So you Google it. “ solutions like this one.“ “Kids for example, if you teach “Sometimes it [the plant] has them from very small and they too much sun. Sometimes it see it all as a game it will be needs water, or sometime we something more natural for need to move the soil, for it them. And my grandmother, to drain better. Or you have when she reached a certain to move a positions, because age is when she decided to go maybe where it is the plant doing gardening. “ don’t like the specific place. “ 52 53 Appendix 3 Initial ideas

54 55 Outdoor tour

This concept aims to expose and create interest in local food tradition.

Here, a bench in the park would be used to open another perspective on nature around using visual, augmented reality or audio communication.

Plants is a static local medium that can contain stories of local interest groups, their activities, produce and history..

By navigating the plants or walking in this specific park a user would get the first engaging introduction to the local communities interested in food production.

The concept responds to the need of the many stakeholders interviewed during research to expose their activity in a more engaging way.

56 Summer memories

This concept is looking into encour- aging knowledge exchange within the family.

A summer workbook is given to a child at school. During the summer you complete the tasks in the book. By doing that you unlock levels in your virtual farm, where you can compare and trade with your classmates.

The book encourages a kid to pick up recipes and records information about plants from parents or grandparents. This information can be shared with the class after the summer.

In many years you can come back to the book to listen to its recipes and to the voice of your grandmother ex- plaining you the plants.

The concept was highly evaluated by expert stakeholders. However, from the technological perspective today it is nearly impossible to identify the plants correctly, which makes the book less useful.

On the other hand, considering children were not the main focus of the project originally, they did not become a core research focus. 57 From dream to reality

This concept aims to provide tools for people to organize their activity, goals, aspirations and time in order to create a work/community garden.

This concept would require 2 sided collaboration with the Social service that provides classes in the community and with experts in both traditional and automated gardening set ups, like aquaponics for example.

The idea is to have an online platform where let’s say a work garden could be planned and visualized by an enthusiastic person. Then it could be shared with co-workers and with the building/organization authorities, who would need to sign off on the specifics of the plan.

Having everybody on literally the same web page with the project would make it easier to schedule the time and budget for building works or for additional education.

The plan in this system would also be more visible to the government authorities who are constantly looking to fund green projects like that.

58 Storyteller plant

This concept aims to distribute learning about a specific plant over time.

As the plant grows it tells the story about the place were it originates from. For an amateur grower it’s important to understand the origi- nal “perfect“ conditions required for a plant. Understanding the origin of the plant would help an amateur take more adequate care of a plant.

The stories are opened on a smart de- vice when it’s placed next to the pot. It also takes pictures of a plant that can be rewind to show the growth progress.

On later stages grower unlocks learning functionalities on your phone, like this companion planting widget sketch.

59 Appendix 4 Qualities of knowledge

User studies showed that the advice that works the best is locally-relevant. Following is a list of factors that influence the grower’s decisions.

1. 2. 3. 4. Local relevancy. Personal network. Growing context. Experience.

Most of the plants would A lot decisions will need to Starting from a simple The knowledge of grow- have different care in dif- be coordinated around or balcony pot with standard ing processes is very much ferent so-called “plant- with the grower’s network, soil and ending with a tra- based on a feeling or ex- ing-zones” and even with- which could be represent- ditional flat-land farming perience rather than on a in them. For example, the ed by colleges at work or a with uncoordinated soil - calculation. Even profes- rivers, elevated and inland child at home or even a pet. growing contexts differs sionals admit that there is areas would have differ- The network as is, does not greatly for every person. a lot o subjective judgment ent planting culture even relate to gardening at all. Most of the tutorials do involved in the process. if they are located within However, it will influence not consider those dif- the same planting zone. the process and has a po- ferences, which creates tential of making it both more problem for a grow- more or less successful er. He then needs to filter BBC resource in appendix through a lot of unneces- 1 is a perfect illustration sary information in order of this type of resource. to adjust the answer to his specific context.

60 5. 6. Reasoning. Delayed feedback.

Plants differ in specifics Time is a big component of of care, while the process both learning and grow- of taking care of a plant ing. It can be used and Decision is similar in its essential viewed as both a positive steps for all the plants. So, and a negative thing. For getting to understand why example, as the feedback do you take specific care of your learning decisions of this plant is important, gets delayed, your moti- as this knowledge is appli- vation might also start cable to the other plants decreasing. On the other in the future. Provides a hand, using the time as an sense of security that you opportunity to subdivide will be able to make your the information into man- own independent decision ageable bite pieces would next time. set a positive outlook and make learning easier.

61 Appendix 5.1 Current experience is illustrated on the left while Service map illustration redesigned one is shown on the right.

62 63 Appendix 5.2 Blueprint

64 65 Appendix 6 Interface screens

66 67