2021_10_15 «Enseñando conciencia medioambiental en espacios de aprendizaje con jardineras IoT inteligentes» Bernardo Tabuenca

1. Grant nr: 2020-1-ES01-KA203-082258
Teaching Environmental
Awareness with Smart IoT
Planters in Learning Spaces
Multiplier Event (E3): Plant-supported learning and digital skills
Real Jardín botánico de Madrid – CSIC, Madrid, Spain
15th October 2021

2. How did it all start?

3. How did we do it?
Jigsaw towards SDGs
Computer
Sciences
Agronomy
Semester starts
Students work in
project oriented
groups.
Students work in
expert groups
Students return to
original groups to
teach one another
Optimisation
GX
7
11
12 13
Teacher
Computer
Sciencies
Students
Comp. Sci.
Students
Agronomics
Teacher
Agronomics
Project-Based Learning. Work in multidisciplinary groups
A B C
Semester starts
Semester ends Semester ends
Teacher
Computer
Sciencies
Students Comp. Sci.
Students Agronomics
Teacher
Agronomics
Workshops to identify improvements
7 7
7 7
7
SDG7
12 12
12 12
12
SDG12
11 11
11 11
11
SDG11
13 13
13 13
13
SDG13
GX
7 11
12 13
Protoype
Optimized
prototype
Change micro-controllers, calibrate sensors, change soil
mixture, configure rules for irrigation in IoT platform, adapt
feedback in displays and adjust actuators, etc.
spokesman

4. Description of the project
1st Sep 2020 31st Aug 2023

5. Partners
Universidad
Politécnica de Madrid
Universidad
Pompeu Fabra
Doukas School
Open University of
Cyprus
University College of Teacher
Education in Vienna
University College for Agrarian
and Environmental Pedagogy

6. The project in keywords

7. How do plants influence learning?:
previous studies
• Influence of leafy indoor plants on the psychology, behavior,
and health of students (Han, 2008)
• Higher attention capacity by indoor plant placement in
classrooms (Kim, Yeo & Lee, 2019)
• Psychological benefits of indoor plants (Han & Ruan, 2019)
• Beneficial effects of indoor nature on attention, health, and
well-being (van den Bogert et al., 2020)
• Plants in the classroom can improve student performance
(Daly, Burchett & Torpy, 2010)
• Teachers are equally affected (Muscatiello et al., 2014)

8. Our goals
Foster environmental awareness
Educate teachers and young people towards ecological learning spaces
Stimulate knowledge and appreciation of plants
Explore effects of plants in classrooms, offices, homes and publics spaces

9. Intellectual
outputs SPOC & MOOC
Pilot studies & evaluation
IO2
IO3
IO1
Gamification FW
IO6
IO4
IO2-IO6
IO1 – SPOC Course
IO2 – Smart IoT planters
Infrastructure
IO3 – Visualization web app
and mobile app
IO4 – Pilot studies &
evaluation
IO6 – Gamification
framework

10. Working on…
Collecting measurements and observations
10

11. Sensor measurements. Unboxing Spike v1:
11

12. Talking to plants …NLP
12
Talking to plants: an IoT system
supporting human-plant
interactions and learning
B. Tabuenca, W. Greller, D.
Hernández-Leo, C. Gilarranz-
Casado, V. García-Alcántara and
E. Tovar
Presented at Learning Analytics
for Smart Learning Environments
Workshop, in conjunction with
the EC-TEL 2021 conference

13. Beyond IoT sensors:
Collect data based on observations
• Plant diary, gamification activities
• Objective
• Count number of leaves
• New branches
• Color of leaves
• Fungus
• Bugs
• Tilted plant
• Subjective
• Overall aspect
• What does it make you feel?
13

14. Small private online course

15. Next step: Pilot studies
Feedback and alerts to report state
of the:
• Plant
• Soil
• Environment
• System
Making sense of sensor data:
actionable
Making relevant room climate
variables visible.
Key role of teachers raising
awareness using real time data
15

16. References
Han, K. T. (2019). Effects of indoor plants on the physical environment with respect to distance and green coverage ratio. Sustainability,
11(13), 3679.
EEA (2014). Indoor air pollution. European Environment Agency
https://www.eea.europa.eu/ds_resolveuid/f51facd41db2441ca20252d45d066d07
Redlich, C. A., Sparer, J., & Cullen, M. R. (1997). Sick-building syndrome. The Lancet, 349(9057), 1013-1016.
Kuo, P
. W. (2009). A research on the carbon dioxide distribution in the indoor environment and uses plants to improve the indoor air
quality. J Ecol Environ Sci, 2(1), 53-64.
Klepeis, N. E., Nelson, W. C., Ott, W. R., Robinson, J. P
., Tsang, A. M., Switzer, P
., ... & Engelmann, W. H. (2001). The National Human Activity Pattern
Survey (NHAPS): a resource for assessing exposure to environmental pollutants. Journal of Exposure Science & Environmental
Epidemiology, 11(3), 231-252.
Environment Australia. BTEX Personal Exposure Monitoring in Four Australian Cities; Technical Paper No. 6; Environment Australia: Canberra,
Australia, 2003
World Health Organization. World Health Report; Geneva, Switzerland, 2001
Kim, H. H., Lee, J. Y., Kim, H. J., Lee, Y. W., Kim, K. J., Park, J. H., ... & Lim, Y. W. (2013). Impact of foliage plant interventions in classrooms on actual
air quality and subjective health complaints. Journal of the Japanese Society for Horticultural Science, 82(3), 255-262.
Wolverton, B. C. (2020). How To Grow Fresh Air: 50 Houseplants To Purify Your Home Or Office. Orion.
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17. Follow us! and stay tuned … Thanks!
Twitter: @eu_teaspils
Website: https://www.teaspils.eu