`

1-3) Icon finder CCL 3.0; 4) What is Forest School? Nature´s Puzzle, available at: http://www.naturespuzzle.co.uk/what-is-
forest-school

LINK: Fostering Urban Greening,

Youth Development and
Biodiversity Conservation
through Citizens’ Reconnection
with Nature
Description and background of the proposition

Angel Marquez Aguilar

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1. What is LINK
A brief of the proposition
Link will be a nature interaction mobile game (pro environmental and sustainability
literacy) and a platform for geo information. It aims at taking users, children
particularly, to spend more time outside, in nature, from a backyard to the woods.

Figure 1.1. Link logo

The app will take the user to play mini games unlocking levels and new features,
engaging in a constantly renewed and rewarding experience that requires her/him to
go outside into nature, if he or she wants to keep on playing. Mini games for smart
devices are ubiquitous, only this time games will be about woods conservation or rivers
decontamination, as examples.

While interacting, users may be asked to identify certain animal or plant, whether by
picture or sound. Then they may be prompted to take a shot of that animal or plant,
say a rabbit, for whose purpose it is necessary to go out and find it. Finally, using the
GPS technology of smart phones, users can register their location. The latter with two
purposes, to keep track of the animals and plants, and to keep track of children
wandering when unsupervised.

Figure 1.2. Screen capture of LINK’s introductory and promotional animation

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With time, as the app is broadly adopted, and the confidence of children and their
parents in exploring further, there will be more and more information world-wide to
stablish new geo-information maps of species. Somebody could even discover new or
thought extinct species. In time and after careful validation and testing, this data will
be also marketable and will help in the design and reconditioning of urban and natural
areas. A crowd-sourcing science innovation.

Great attention is paid to the user experience and to the whole educational background
as it is the backbone of successful embracement. The aim of the solution is supporting
the transition into a more sustainable and therefore higher quality way of living, mainly
in urban areas.

The proposal of this project has already been further elaborated with a report and a
presentation that can be accessed for further reference. Additionally, a promotional
animation in the way of a video was created.

2. The problem of disconnection to nature

Pyle believes people’s alienation from nature is one of the main drivers of the
ecological crisis we are living. He/she coined the term extinction of experience as cycle
of disaffection, where for example, as cities forsake their natural diversity, without their
inhabitants experiencing direct contact with nature, appreciation and awareness
further washes out (Pyle, 2002). Relatedly, another theory states that the experience
of children first time in nature is what becomes their nature’s benchmark. On that
benchmark, they will base further environmentally degradation, without acknowledging
that when they first found it was already degraded. Nature may keep on degrading
and the next generating will start over. This ‘pressing and unrecognized problem’ was
articulated by Kahn as the problem of environmental generational amnesia (Kahn,
2002). These vicious cycles constantly pull the stake lower.

Nature disconnection occurs to people all ages, yet the focus of this proposal will be
on children and adolescents. That is because, among other reasons, it can be argued
they are easier to reach, to enrich and to live their life ahead with what they learn in
their youth. Moreover, they are the ones that need be excited about their future.

Children in nature
One out of five children in the USA has, or has had, a serious mental health disorder
at some point in their lives. Amongst the most common are the attention-
deficit/hyperactivity disorder (ADHD), with a 8.5 percent, followed by mood disorders
at 3.7 percent, and major depressive disorder at 2.7 percent (“Any Disorder Among
Children,” n.d.). Yet, spending time in nature can help children increase their capacity
to focus and increase their attention (Berto, Pasini, & Barbiero, n.d.; Mårtensson et al.,
2009; TAYLOR, KUO, & SULLIVAN, 2002; N. M. Wells, 2000), and decrease the effect
and presence of Attention Deficit Hyperactivity Disorder (Amoly et al., 2015; Faber
Taylor, Kuo, & Sullivan, 2001).Additionally, the focus boosting effect is directly
proportional to how green the setting is (Amoly et al., 2015; Faber Taylor et al., 2001).

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There is also evidence that children feel increasingly isolated, and that they can use
video games and TV as ‘electronic friends’ from which they can learn about human
relationships or collect information that may be useful for resolving personal problems
(Griffiths, 1996 as in Heerwagen & Orians, 2002). Or as a source of shared interest
(Sheldon, 1998 as in Heerwagen & Orians, 2002). Meanwhile, natural areas can
enhance the feelings of competence and increase supportive social relationships, that
helps build resilience (Louise Chawla, Keena, Pevec, & Stanley, 2014). Similarly,
learning in natural environments or green schoolyards can enhance creativity, critical
thinking and problem solving (Moore & Wong, 1997 as in Kellert, 2006).

Conversely, less than 3 in 10 high school students get 60 minutes of physical activity
every day, and, another study carried out in 1990 estimated that children physical
activity declined 75% since 1900 (Healy, 1990 as cited in Orr, 2002). While on the
other hand, access to parks and greenspace can increase physical activity (Christian
et al., 2015; Hartig, Mitchell, De Vries, & Frumkin, 2014), and reduce risk of obesity
(Wolch et al., 2011). Additionally, green schoolyards, when complementing
conventional playgrounds, can provide opportunities for light and moderate physical
activity that are more appealing to some children (Barton, Sandercock, Pretty, &
Wood, 2015; Dyment, Bell, & Lucas, 2009). There is even evidence that time spent in
bright sunlight (outside) can reduce short-sightedness (Dolgin, 2015; French, Ashby,
Morgan, & Rose, 2013; He et al., 2015).

Also, children and teenagers, between 8 and 18 years old, are reported to spend an
average of 7.5 hours per day using entertainment media (Rideout, Ulla, Foehr, &
Roberts, 2010). Media itself is not a problem, excess and content can be. Violence
media for example, increases risk of aggressive behaviour in some children and
adolescents, rendering them less sensible to it, and making them believe that “the
world is scarier than it is” (Orr, 2002). Parents are also scared, becoming every time
more concerned with their children playing outside, influenced by alarmist media,
when in fact dangerous incidents between children and animals or children and other
people have steadily decreased for decades (Louv, 2012). But It has long been found
that for both the rural and urban youths, the fear of nature might reflect the lack of
direct experience with it (Bixler et al., 1994 as in Kaplan & Kaplan, 2002).

FIGURE 2.1. EXAMPLES OF CHILDREN LACK OF ACCESS TO NATURE DUE TO THE PHYSICAL
ENVIRONMENT (MIN, 2015), AND DUE TO EXCESSIVE USE OF MEDIA (VASSAR, 2015)

Also worryingly is that children’s nature experiences occur through imaginative, distant
and exotic worlds, instead than locally and factually (Kellert, 2002). Of course,
common nature is more than animal extravagant behaviour, and children are

4
misguided with this kind of spoilers (Pyle, 2002). Levi and Kocher (1999) found that
simulated experience with spectacular natural environments increased support for
national parks and forests, but decreased support for local natural areas. This is
worrisome because devaluated local environments play a key role in global ecology
(Heerwagen & Orians, 2002).

What is more, accordingly to some researchers “there is no place, no natural

environment, left for the urban adolescent to explore and experience adventure”. It
has been even suggested that urban youth minor crimes, like shoplifting or pulling fire
alarms, can be explained by this loss of opportunities of legitimate adventure (Ladd,
1982 as in Kaplan & Kaplan, 2002). Contrary, it has also been reported that learning
in nature can reduce stress (Louise Chawla et al., 2014), as well as anger and
aggression (Roe & Aspinall, 2011; Younan et al., 2016). Likewise, children who live
near trees and other greenery are better equipped to cope with stress, whether in the
urban environment (Corraliza, Collado, & Bethelmy, 2012), or within a rural one
(Nancy M. Wells & Evans, 2003). Even, other analyses show that the percentage of
green areas accessible to children within 250 and 500 meters is indeed related to the
prevalence of ADHD medication (Vries, Verheij, & Smeets, 2015). Additionally, green
schoolyards can support constructive play, e.g., building things out of natural materials
helps children learn hands-on skills (L. Chawla, 2015).

Of course, access to nature will not solve all problems. Vries’ et al., further analysis
showed that the relationship between green areas presence and prevailing drug use
occurs only in less prosperous areas. In the most prosperous neighborhoods, this
prevalence is no longer related to the amount of green in the neighborhood (Vries et
al., 2015).Anyway, children need experience nearby, actual nature; both in the
countryside and in cities; for environment’s sake and for youths own healthy
development. But the loss of neighbourhood biodiversity and green spaces prevents
this from happening.

It could be argued that there is always the option to go camping, or to go on usual trips
to the country side, or simply go walking and cycling. Yet, Pyle suggest some people
in cities are not able to afford it, others may be too old or disabled to take the trip,
therefore ”Nature reserves and other green areas outside the cities are not enough
(Pyle, 2002)”. Children need places near home to explore safely and freely, and so
does the teenagers and adults (Louv, n.d., 2012).

The last points considered, can today’s children and teenagers really learn to value
nature when they are so alienated from the natural world? In words of Stephen Jay
Gould:

“We cannot win this battle to save species and environments without forging an
emotional bond between ourselves and nature as well – for we will not fight to save
what we do not love”

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3. Why media?
So, it us not only about hard facts but about feeling(s); about emotions. For the child,
it is not half so important to know as to feel (Carson, 1998 as in Kellert 2002). In the
same direction, according to Bernard three are the major emotional systems
connected to learning, both for human and non-human primates: “the emotions of
attachment, belonging and security, the emotions of individual identity and status and,
the emotion of investigation and discovery” (Bernard, 1988 as cited in Verbeek & de
Waal, 2002).

Electronic media has taken great advantage of children’s fears and attractions. Video
gaming companies mainly, and also toy manufactures, have long and largely invested
in learning how to capture and keep youths’ attention. These companies offer
experiences with “places, stimuli, and events with string roots in our evolutionary past
like predators, prays, strangers, natural hazards, scary places, ghosts, poisonous
food, and a safe home base” (Blumberg, 1998). Positively, while playing, children and
adolescents have learned to apply the skills they acquire when exploring the virtual
environment (Heerwagen & Orians, 2002). It has also been found that games can
improve spatial visualization and mental rotation skills (Okagaki & Frensch, 1994), as
well as logical and strategical planning (Blumberg, 1998). But, the kind of skills
mentioned are increasingly apart from the real world and of real society (Heerwagen
& Orians, 2002).

Orr’s goes as far as arguing that mechanisms to keep children closer to the media
are supported by capitalism, as if it, as an entity, would ”lose access to the minds of
the young when they discover pleasures that cannot be bought”, referring to the
pleasures found in nature (Orr, 2002). Other research reports on young people’s
capability to recognize more than 1,000 brand logos, but only a few plants and animal
species (Orr, 2002).

Anyhow, electronic media, related to natural history for example, could effectively
communicate the “facts and impressions and generally reinforce interests in animals
and geography” (Pyle, 2002). Myers and Sauders argue that the experience with
animals for example, and then the acquisition of knowledge of animals’ habitat
requirements, of interdependence within ecosystems, and of humans’ effect on
environments, increases the probability of extending the care from animals to habitats,
to ecosystems (something close to, or actually systems thinking). This thinking
process can shape a child’s understanding (and not reasons why not teenagers’ too),
of for example, an animal as a subjective other with own ecological needs. It is a
conscious and constant process of forming and transforming of preferences into
values (Myers & Sauders, 2002).

Complementary, Kahn argues children and teenagers can construct, even in

economically difficult urban settings, rich and diverse conceptions of nature and its
value. Nevertheless, as the environment is being degraded, often for economic
interests, so are the sources these psychological constructions (Kahn, 2002).

6
4. Available technology and market monitoring
This proposition aims at addressing a need not fully expressed, a latent need.
Through market and technology monitoring, other propositions, from which some
available blocks can be reused, where gathered. These are addressed next
classified by their function

Apps for public participation

What makes of eBird, Merlin Bird ID and Pl@antNet innovative applications is the fact
data is collected through large and active social networks, regularly feeding on new
information from the field, contributing to and performing public science. They rely on
the income through public donations and scientific funds. Their ultimate goal is the
successful mobilisation and involvement of the general public.

eBird and Merlin Bird ID

Ebird is a real-time, online, checklist program claiming to have revolutionized the way
that the birding community reports and accesses information about birds. It was
launched in 2002 by the Cornell Lab of Ornithology along the National Audubon
Society in the United States (“About eBird | eBird,” n.d.). It served as the backbone for
Merlin Bird ID App, developed by the Cornell Lab of Ornithology too, as a digital age
tool for bird watching and identification. Merlin shares the years of experience,
translated into knowledge, on what species are expected at a particular time and
place, supported as well by over 70 million sightings submitted to eBird from observers
across the United States and Canada (“The Story | Merlin Bird ID app – Instant Bird
Identification Help for 750+ North American birds,” n.d.).

Plant Net

With the slogan: and Science becomes participatory, stands out as a tool for identifying
botanic species relying on graphic identification of photos taken of different parts of
plants, trees and herbs with the users’ mobiles’ cameras. It aims at facilitating the
sharing of data on plants with ultimate goals of, for example, reducing the use of
pesticides, recognise rare species and invasive ones. The developers argued the
technology for identifying plant species from a single shot of the camera is not readily
available, so a different approach was followed: taking pictures of different parts of the
plants and organs (leaf, flower, fruit, bark) in a rather close-up perspective. The
platform is intended to be used for recreational purposes as well as for professional
ones (farmers, foresters, researchers) to help draw conclusions on the distribution and
their dynamics in time and space collecting the data collectively. So far it features
collections for the regions of Western Europe, the Indian Ocean, South America and
North Africa (“Pl@ntNet,” n.d.).

Paid apps
FlowerCheker+

It argues to be an identification service of plants, moss, lichen and even fungi with 90
% accuracy (compared to 40% range by Pl@antNet) as it relies fully on experts work

7
not computer processing. They grant three prepaid identifications for the rest to be
purchased (“FlowerChecker+, plant identify - Android Apps on Google Play,” n.d.).

LikeThat Garden Flower Search

Developed by Superfish, a leader in visual search in Palo Alto, California. With

presumably one of the best built-in visual search, patented, technology (JustVisual’s
Visual Search Technology), which can be accessed through a suite of APIs to allow
developers to build mobile and web apps with visual search capability. They work
towards and believe in “the incredible power of visual search to transform our world
by changing the way we learn and explore” (“What’s that Flower? Find Out with
LikeThat Garden and Your Phone’s Camera | Business Wire,” n.d.). With the
addition of suggestion of similarly looking flowers and plants they want to make their
app a suitable tool for Gardeners, Educators, Travelers, Landscape Architects,
Hikers, and anyone that loves the outdoors.

Gaming apps
Pokemon Go

As an example of the other pillar areas of this idea getting people outside, a sleeping
giant, whose launch was being prepared for over ten years, appeared. Pokémon Go.
Pokémon Go “is a free-to-play, location-based augmented reality game developed by
the Niantic company for iOS, Android, and Apple Watch devices”. Players use their
mobile device's GPS capability to locate, capture, battle, and train the old known virtual
creatures called Pokémon, who appear on the screen as if they were in the same real-
world location as the player, a clear example of AR. It has undergone mixed reviews,
some praise the game's concept and the incentive to be more active in the real world,
and even helping local businesses grow, while others complain about technical
malfunctions or for contributing to accidents and becoming a public nuisance at some
locations. Fact is that it quickly became a global phenomenon and was one of the most
used and profitable mobile apps in 2016, having been downloaded more than 500
million times worldwide (“Pokemon Go,” 2017).

Interesting it is to note the CEO and founder of Niantic, John Hanke, is a former
member of Google (presence in Google earth), as wells as one of the founders of
Keyhole, bought by Google to start Google Earth. So, accurate mapping is an integral
to Pokémon Go. Another key functionality is the congruent geographical assignation
of Pokémons according to their natural habitat, it required a whole extra set of mapping
data. With the help of geographic markers, values are assigned based on whether
there is a water body or any other outstanding natural landmark in an area. The game
is thought to be played at places that are pedestrian-safe (Bogle, 2016). As for now,
part of their utility model is the game support of in-app purchases for additional in-
game items.

“It’s one of the first games to merge the digital and physical world,” says Kartik
Hosanagar, a professor of operations information and decisions. “Pokémon Go and
the augmented games that will follow are likely to be more social”, David Hsu, a
management professor. both from Wharton University of Pennsylvania (“Reality
Check: The Technology Behind ‘Pokemon Go,’” 2016).

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5. Potential users and experts input
Even if the proposition in context is thought to solve a latent need that users cannot
clearly express some qualitative research was carried out. This process was aided by
the books: The Mom Test – How to talk to customers and learn if your business is a
good idea when everyone is lying to you (Fitzpatrick, 2014), and Talking to Humans –
Success starts with understanding your customers (Constable, Rimalovski, &
Fishburne, 2014). A simple interview protocol was drafted, this along the answers are
available in Appendix A. Experts were also contacted to provide some comments
based on their opinion of the proposition, evidence of this communication is available
in Appendix B.

Unrecorded short dialogues did also play an important role, out of which rather natural
responses emerged. Additionally, a brief research based on the same style
questionnaires is being carried out with kinder garden children at Jardín de niños El
Bosque, in the municipality of Mineral del Monte, Hidalgo, Mexico; a forest surrounded
town with some areas of protected woods. The goal is to determine the likelihood for
these children and their parents to become regular users of the platform. Results are
not ready yet.

Figure 5.1. Children from “El Bosque” nursery school planting trees and other plants

The meaningful learning and discoveries from these interviews with potential users
and with experts can be presented through the following points:

• Parents and other adult relatives are afraid of children wandering alone
(without adult supervision), they want to spend more quality time with them, but
they are reluctant to go outdoors themselves.
• Experts, parents and other adult relatives fear that gamifying nature could lead
to an even greater gap between children and nature, yet they believe that with
the right scientific support it is an idea more than worth being explored.

9
 • Parents and other adult relatives are worried about their children playing with
mobile devices a lot, yet they do not restring them their use and many times
are not a good model being them abusive.
• Parents recognise the lack of physical activity and their levels of stress, and so
they see them in their children, they go as far as acknowledging that a five
minutes’ walk in the wild/urban green areas contribute to the solution (as
indicated by scientific knowledge) but still, do not take action in that direction.

The perception of the danger that children face in the open prevail. Nevertheless,
researchers argue that children need be left alone to explore the world and form the
skills and attitudes that would enable them to cope with their own conflicts first and
consequently being capable to deal with bigger challenges (Carson, Darling, & Darling,
1962; Louv, 2008). Children would go as far as they can manage, protective parents
are an impeding factor for their autonomy and their feeling of self-assurance, but
absent parents can let insecurity in. In a community where children can stroll at their
will through woods or any sort of natural scenery, parents are always present and
promote the measurements to keep their children safe (Louv, 2008, 2012).

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door kinderen. Retrieved from http://www.wur.nl/upload_mm/f/5/a/266eb390-
47c0-4dfd-98c6-f127d40cc904_Alterra-rapport 2672 Groen en gebruik ADHD-
medicatie door kinderen.pdf

Wells, N. M. (2000). At Home with Nature: Effects of “Greenness” on Children’s

Cognitive Functioning. Environment and Behavior, 32(6), 775–795.
https://doi.org/10.1177/00139160021972793

Wells, N. M., & Evans, G. W. (2003). Nearby Nature: A Buffer of Life Stress among
Rural Children. Environment & Behavior, 35(3), 311–330.
https://doi.org/10.1177/0013916503035003001

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Business Wire. (n.d.). Retrieved June 8, 2017, from
http://www.businesswire.com/news/home/20150211005227/en/What’s-Flower-
Find-LikeThat-Garden-Phone’s-Camera

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Berhane, K. (2011). Childhood obesity and proximity to urban parks and
recreational resources: A longitudinal cohort study. Health and Place, 17(1),
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(2016). Environmental Determinants of Aggression in Adolescents: Role of
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https://doi.org/10.1016/j.jaac.2016.05.002

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Appendix A. Potential users’ interviews
Nancy Mondragon Velazquez - MSc Environmental Services – Mexican - 24 years
old

Background: Unknown positions regarding mobile games and children disconnection

to nature

a) Do you use/play mobile games? - Yes

b) How often? - Daily, an average of 1 to two hours.
c) Which apps/mobile games? - Simpsons Tapped out and Candy Crush
d) Have you ever purchased credit/bought coins? - Yes, two times.
e) How much have you spent? - 10 euros (200 MXN).
f) What keeps you playing? (each of the games if possible) - There is
always new stuff available, new challenges. The characters do have a familiar
and well known story. It is purely addictive (referring to Candy crush).
g) What could/do lead you to buy more game credit? - Promos, special
offers.
h) What do you think about children spending long time playing these
games or any mobile game? - I believe it is not correct, they do not know
how to manage their time and tend to prioritise the game. They also stop
sharing time with other people and children.
i) What should they do instead? - They should play with children, spend
quality time with their parents, read, and play outside, in the wild. When we
were children we used to play more with cousins and neighbours.
j) How would you advise this to change? - Parental control. Small children, I
think, do not need a tablet or a mobile. Parents can and should decide how
long they should play.

Adriana Careli Caballero Rodriguez- MSc Geoinformation Science – Mexican - 27

years old

Background: Unknown positions regarding mobile games and children disconnection

to nature

a) Do you use/play mobile games? - No

b) Did you ever do? - No, and will not, I am not interested.
c) Why? - I think it is a waste of time.
d) What do you think about children spending long time with mobile
games? - I think it’s a part of a social change, it has become common. If they
are to use it, the interaction should be positive and meaningful, provide
something to learn like languages.
e) According to you, what should they do instead? - They should play
outside, practise a sport, colour books. Attend workshops like painting or learn
to play an instrument.
f) How would you contribute in children to change their habits? - I would
show them better and more interesting activities to do. I would take them
myself, or suggest their parents.

15
 Suggest and contribute on social campaigns that promote outdoor activities
for children.

Kamram Teherkani - MSC Organic Agriculture – Iranian - 25 years old

Background: He is used to play mobile games.

a) How often do you play mobile games? - I play every day at least one hour.
b) Which mobile game do you play? - I play mostly Dominance. I used to play
Clash of Titans but deleted it because it was too addictive. Now I spend more
time on mobile games than on console games.
c) Have you purchased online credit for games? - I have never bought digital
or online credit for the game. I do not mind advertisements.
d) What do you think of children spending long time playing these mobile
games? - I would never let my child do it (no children yet). Children nowadays
do not prefer strategic games. They prefer colours, appealing images, noisy
sounds, at least till they are ten.

d.1) But, what do you think of the fact they spend long time with the
games? - Children play a lot; they’ll do it anyway. Parents prefer it because it
keeps children busy. A healthy child should play outside, but I grew with them.
I had an Atari and a PC since I was 5 years old.

e) What would you suggest for children to play outside with friends? - You
need to live close your extended family if you want children to play outside. I
don’t know if there is one solution right now.

Jordi Bekker - Hacklent – Dutch - 24 years old

Background: Gamer as a child, teenager and young adult. Started a company on

powder meals for gamers who do literally “Do not want to stop playing, neither get
the controllers or keyboards dirty with junk food”.

a) How long do you play and how often? - I don’t play console games
anymore. Time does not allow any more.
b) What about mobile games? - 20 minutes a day.
c) Which games? - Mini Warriors – It gives you activity points. Towers –
Defence game based on clicks. Both are strategy games
d) Why does games? - Easy and quick, no dedication needed.
e) Do you exercise or do activities outdoors? - Yes.
f) Which activities? - Squash, two times a week; swimming, once a week.
g) Do you play with cousins, nephews, nieces? - Sometimes with nephew,
some more times with a couple of friends (console games).
h) Is it ok for children to play (mobile and console games) long? - It is ok if
they combine it with other activities like sports, and social activities. I was
obsessed myself but I combined activities.

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Appendix B Technical experts input
Valentina Tassone

Lecturer and Researcher at Wageningen University Social Sciences, Education and

competence Studies
(Mail sent for contact)

Dear Valentina,

During period 5, I attended SUST course (which I enjoyed a lot) with you, working with an
individual personal project. As I mentioned at the final presentation, I plan to turn the idea into
a business for it to kick off and become real.

Because of that I used the project again for business and entrepreneurship oriented course.
This course asks again for a report where to include interviews with people to validate the
concept, potential customers and experts.

On that line, I will pretty much appreciate your input. I know that time is short but if you have
input or the evaluation feedback on the report I submitted for SUST that will help me a lot.

In an extraordinary case that I can meet you it would be awesome.

Thanks in advance.

Kind regards,

Angel Marquez

(Received reply -extract)

… Comments: … You are able to contextualize abstract concepts and you position well
your project within the context of sustainability transitions. For example, you position
very accurately your project in terms of development phases, levels and types of
development, etc. What is less clear or at least needs further elaboration is the key
aim of your project and the feasibility of reaching it. From the title, it seems your project
aims to foster environmentally friendly behaviour and sustainable literacy, and in some
parts like text related to Q. 1 and Q.2, you mention also about spending more time in
nature (do you mean physically being in nature?). Those aspects are rather different
from each other. Main point here is: how do you make sure that the use of digital media
can encourage environmentally friendly behaviour and interest in spending more time
in nature, rather the reinforcing the digital dependency problem? Overall within science
the link between knowledge development/literacy and concrete actions is not
strong. Is there evidence based on research that can show a positive correlation
among those aspects linked to the use of digital media? Research findings can help
support the development of your project. Your argumentation capability is good, but at
times line of argumentation could be stronger or it is not fully clear or explanations are
missing. You highlight well the challenges related to your project in the last section.
Overall, well done! Also, considering you were on your own within this course …

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Arjen E. J. Wals

Professor of Transformative Learning for Socio-Ecological Sustainability, Wageningen

University

UNESCO Chair Social Learning for Sustainability/Guest Professor Education for Sustainability,
Gothenburg University/Adjunct Faculty Member, Cornell University

Scientific Advisory Board of SEPN: http://sepn.ca/

Personal blog at: www.transformativelearning.nlwww.transformativelearning.nl

(Mail sent for contact)

Dear Arjen,

Hoping you find yourself and your family quite well.

Firstly, I must say I found the Environmental Education course you suggested me quite helpful,
complete and inspiring, I just loved it.

Secondly, I would like to have a call, or even short meeting with you to get your insight an
opinion on an educational idea I would like to turn into a startup and that is part of an analysis I
must carry out. I know nobody more knowledgeable than you on sustainability and
environmental education.

Attached to this email is a brief explanation of the concept for which I also ask your
confidentiality.

Despite I would really like your input I also understand your tight schedule. Anyhow any view is
enough.

Looking forward to reading from you soon,

Angel Marquez

(Received reply)

Hello Angel,

Very interesting concept - nicely linked to transition theory.

I think you are on to something - my ambivalence is of course whether the ICT-use will amplify
' nomophobia' or whether there is a way to use it to connect with place, people and planet. I
think your approach might work in getting young people who otherwise have no or little
interest to go outside - which is good. I am in Wageningen next week again and maybe we
can have a chat in between regular ' work stuff'

Arjen

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Erik Heijmans

Programme Director BSc-MSc Land & Water Management at Wageningen University

Education programme coordinator – AMS: Advanced Metropolitan Solutions

(Mail sent for contact)

Dear Erik,

I am already working on a piece of writing. However, I would like, if you agree, to give the essay
a little twist in the direction of a proposal. I came up with an idea last year for which the MOOC
provided a building block: GIS.

The urban solution I would like to write about for submission deals with the issue of green areas
conservation and generation within and around cities. It is an issue that renders cities less
habitable; threatens resilience to climate change, as well as capability to adaptation and/or
mitigation; and impoverish human capital. This last a key resource for sustainable development
and quality of life improvement. It might probably be a lesser problem in such a developed
country as the Netherlands but for a developing country as Mexico is (mine), and in general the
Latin America and Caribbean it is not. It is a result of mix conditions, one of the most important
is the rapid urbanisation. While globally around 50% of population live in urban areas, for the
LAC zone it amounts to more than 70%, achieved within decades. To this, it adds up a growing
indifference and ignorance among children and youngsters (without excluding other age
groups) of the rich local flora and fauna (biodiversity) and its functionality. Taken from
conservationists, one cannot care for what one does not know. A youth generation deprived
form their right to enjoy natural areas would never find an inner self within it, would never enjoy
of acknowledging its part in a natural complex system, or witness the tranquillity and beauty of
their perfect spot (in nature).

This does not only sound romantic and beautiful, in fact, its lack signifies the source of a whole
collection of modern evils. As brief examples, first, the Attention Deficit/Hyperactivity Disorder
ADHD is said to affect children every time more often. Educators and psychologist have treated*
it and found out that it is most likely caused by excess of energy and a hunger for physical
activity, amazement and discovery. It is exactly what can be found in the wild. Children have
come to suffer this probably mal-named disorder due to their even more sedentary life that now
consists of endless hours subjected to screens and their immersion online. Their diet is then
wronged due to over calculation of the calories they need, now that they lack physical activity,
and to the easier availability of high calories food. As a second example, stress within cities has
been found to be highly correlated, if not caused, by a lack of this natural areas. Research have
also compared work productivity and health issues speedy recovery in buildings with or without
natural green inside or at sight. It does not make sense for long hours working day society to
proceed if not productive.

The proposal, that I am also planning, luckily, to turn into a service and a company is the next:

As I said I have already started working on such a paper (some 5-6 pages) but of course I am
standing by for your good view to proceed into that direction or to adjust based on your
comments.

I would also like to keep the concept available only for the course as I am optimistic of the
potential it can have for commercial use, or further research or registration.

Looking forward for your answer,

Angel Marquez

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(Received reply)

Dear Angel,

Thank you for sending me your idea. I t is very challenging and ambitious but it perfectly
combines relevant AMS themes of urban green, health and well-being and all that with
entrepreneurial skills!

I do not mind the end-product being a proposal for a business venture for the game/app
development. The challenge I see is that all components ned to be academically grounded and
that might be a lot of work extra and probably too much for 1 extra credit but rather
something for a open course of 6 ects?

Eg: the effects of urban green are well investigated so you need to use conceptual literature
on that (for instance the salutogenic approach?). If you want to prove the effect on children
or even ADHD it becomes even more specific.

Also, understanding what makes a game or an app work for children is a study in itself. That
is why I ask to come up with a research question! You now seem to have multiple questions
that you are going to answer and that seems too ambitious:

What is the effect of urban green on youth?

Different types of urban green (park, playground, forest, sportsfields....)

What makes a mobile game or app attractive (or addictive) for that age group

Etc etc

So, as you can see, this merits almost a PhD research ;-)

So yes, great idea and pursue this but for getting the one credit I would start and focus on a
smaller part of this bigger project!

Kind regards,

Erik

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