Underpinnings of Naturegate®  R&D and business program for teaching and learning about, in and for Natural Diversity
Mauri Åhlberg, Eija Lehmuskallio & Jouko Lehmuskallio 
mauri.ahlberg@helsinki.fi, eija@luontoportti.com, jouko@luontoportti.com
http://www.helsinki.fi/people/mauri.ahlberg
University of Helsinki 
Department of Applied Sciences of Education
P.O. Box 9, FIN-00014 University of Helsinki, Finland
Tel: + 358 9 191 295 66
NatureGate® is R&D and business program at University of Helsinki, connected to CICERO. The aim of this paper is present underpinnings and the probable phase of the NatureGate® R&D and business project in June 2007.  Free public NatureGate® service will be presented in practice in the NBE seminar in June 2007. NatureGate® service is a practical example of Network Based Education (NBE). In this paper theoretical and methodological underpinnings of NatureGate® R&D and business program are discussed. It will be shown that at the end NatureGate® will become a service for natural diversity. But first NatureGate® service will start from biodiversity, in particular flowering plant diversity in Nordic countries and Scandinavia. Visions of the NatureGate® R&D and business program will be discussed. In the seminar session examples of how free CmapTools software and server can be used with NatureGate® will be presented, and how this creates data for research on biodiversity learning, thinking and education.	
Keywords: free service in the WWW, natural diversity learning, biodiversity learning, mobile plant species identification 
1 Introduction
NatureGate® is a social and technological innovation. It is an example of a CICERO initiative. NatureGate® will promote lifelong learning for biodiversity, nature, good environment, sustainable development and good life. NatureGate® is described in more detail in the following documents: Åhlberg, Lehmuskallio and Lehmuskallio  (2006a – 2006c); Young, Åhlberg, Niemelä, Parr, Pauleit & Watt (Eds.) (2006).  In the long term, NatureGate® will be financially self-supporting in the same way as Google®. Google has shown amazing development from 2000 to 2006 (Battelle 2005, Vise & Malseed 2005). From a humble beginning Google has become one of the biggest and most valuable companies in the world. Google and its rivals have transformed both business and the whole culture by the web search activities they created. The idea of NatureGate® is to become kind of a “NatureGoogle”, a free service which creates plenty of added values and business opportunities for everybody, from individuals to societies and organizations, and for the whole humankind. There is emerging understanding of the importance of integrating interdisciplinary research and networked society, lifelong learning, education and importance of healthy sustainable business in creating wealth for sustainable development, good environment and good life (e.g. Åhlberg 1998, Cairncross  2002 and 2006). United nations (UN ) has declared years 2005 – 2014 as Decade of Education for Sustainable Development (DESD). Its core concept is integrating ecologically/environmentally, economically and socially sustainable development in all sectors and aspects of humankind. NatureGate® is an innovation to promote UN DESD. United Nations University (UNU), and its Institute of Advanced Studies (IAS), is promoting a new concept on Regional Centers of Expertise (RCE), and global learning space they are creating together. UNESCO Chair in Reorienting Teacher Education, Prof. Charles Hopkins (York University, Canada), agreed that NatureGate® servers could be an important part of emerging network of UNU IAS RCEs.
Content of the NatureGate® is and will be based on continual research and development. NatureGate® will promote interdisciplinary research in several ways, e.g.:
(1) creating a comprehensive species centered collection/library of excellent photographs, videos, maps and texts  of organisms and their habitats. The photos and videos, and the attached texts, will be aesthetically appealing, and scientifically accurate;
(2) through digital photographs, uploaded by users, including geographic positioning, notes and discussions of users; and through cumulative collaborative knowledge-building by biologists and other scientists, including learning researchers, psychologists and educational researchers. 
(3) usability research of all aspects of use of NatureGate®, including use of patented, easy-to-use and fast plant species identification software.
In European Union (2006 and 2007) there are several agreements on importance of lifelong learning: “The aim is to provide people of all ages with equal and open access to high-quality learning opportunities, and to a variety of learning experiences, throughout Europe.” This target has underpinnings of emerging knowledge economy, global competitiveness and sustainable development.
 In this project an integrating theory of learning is used. Scott and Gough (2003 – 2005) have written about learning and sustainable development in connection to Education for Sustainable Development. The following modern viewpoints are lacking:  
•	From individual point of view there are three main metaphors of learning:  Response Strengthening, Information Acquisition, and Knowledge Construction. 
      (Mayer, 1996 - 2005). 
•	From social viewpoint of learning there are again three different metaphors of learning: Knowledge Acquisition, Participation and Knowledge Creation, which includes collaborative knowledge building (Hakkarainen, Palonen, Paavola & Lehtinen (2004, 13). Actually the first metaphor concerns individual learners, but it is viewed from viewpoint of communities of learners, and networked expertise. According to Bereiter (2002 and 2003) knowledge building is always collaborative. However, we may argue that Darwin during his voyage around the world, constructed knowledge practically on his own, not collaboratively (Kerrigan, 2005). Through his correspondence and after his first published article, he started to build knowledge collaboratively with other researches (Elredge, 2005).
Learning is a concept used to explain changes in thinking, acting, feeling etc. of both individuals and social entities  up to humankind. Learning covers continual integration of complex and multifaceted processes. There are many reasons for syntheses, synergy and integration of learning theories (e.g. Bransford, & al. 2006a and   Bransford, & al. 2006b). In this sense learning as a phenomenon is very similar to sustainable development. Learning has many components, with individual and social aspects. Human learning has at the same time all those aspects which Mayer (1996 - 2005) and Hakkarainen, Palonen, Paavola & Lehtinen (2004) have described. In practice teachers and researchers are dealing with whole learning persons, who are thinking, feeling, acting, perceiving and learning continually from childhood to old age (Harré 2002, Jarvis 2006, 194 - 200). Also situational and contextual aspects of learning ought to be integrated when a new and better theory of learning is created (Lave & Wenger 1991; Jensen 2005). Internet opens for the first time a possibility of (almost) all humankind to learn together for alleviating and solving problems of humankind. One of the big problems of humankind is biodiversity loss and loss of free ecosystem services (food, clean water, renewable raw materials and energy etc.). NatureGate® is targeted to promote integrating both individual and social learning from individuals to humankind. 
2 Aims and objectives
The aim of this paper is to provide a possibility to present and discuss an important social innovation in lifelong learning for sustainable development. Our research group is trying to find partners for research and development, and this seminar is an important opportunity to meet right kind of experts for long term win-win R&D cooperation. CmapTools software will be presented as a free tool and learning environment to monitor and promote learning of natural diversity, environmental education and education for sustainable development. 

3 Background
According to its business plan, NatureGate®‘s vision and strategy includes long term win-win cooperation with universities and business corporations. The initial funding is promised by the state owned organisations, national and international business corporations. NatureGate® has already close cooperation with ESRI, that is the internationally the leading company in maps, Geographic Information Systems (GIS) and Geographic Positioning Suystem (GPS). Also Nokia will become a business partner. Nokia is interested in mobile identification of plants, and in digital mobile photographing of plants, and natural diversity in general.
Earlier similar efforts like NatureGate® have suffered from shortage or ending of funding or both of them. In NatureGate®, public and corporate funding will be used to start up the main servers. University of Helsinki is becoming a partner in this business company. There are millions of nature lovers and part-time digital photographers around the globe, and their number is rapidly increasing. Eco-tourism, gardening, nature photographing are increasing.  They all promote lifelong learning for biodiversity, nature, good environment, sustainable development and good life. Nowadays importance of good life, life well-lived, is understood also in psychological research (e.g. Keyes & Haidt 2003).
Several kinds of formal, non-formal and informal learning and education will be promoted by NatureGate®. Lifelong learning, including biodiversity education, nature studies, environmental education, and education for sustainable development will benefit from NatureGate® in various ways. For example: by having in the WWW, free, systematic, comprehensive, digital collections of high quality photographs and descriptions of flowering plants, and later on other organism and their biotopes, and an easy-to-use, mobile, fast, patented software for identification of plants, and later of other organisms. 
There is an urgent need for lifelong learning and better awareness of environment, sustainable development, health and good life. The most important document concerning biodiversity education is The Convention on Biological Diversity, originally signed in Rio de Janeiro Earth Summit in 1992 (CBD, 2007): “Signed by 150 government leaders at the 1992 Rio Earth Summit, the Convention on Biological Diversity is dedicated to promoting sustainable development. Conceived as a practical tool for translating the principles of Agenda 21 into reality, the Convention recognizes that biological diversity is about more than plants, animals and micro organisms and their ecosystems – it is about people and our need for food security, medicines, fresh air and water, shelter, and a clean and healthy environment in which to live.” Many organisations try to halt biodiversity loss. One of them is Conservation International (2007) which targets high-biodiversity areas where the needs are greatest and where each conservation dollar spent can save the most species: a) Biodiversity Hotspots, b) High-Biodiversity Wilderness Areas and c) Key Marine Regions. NatureGate® will promote protection f biodiversity everywhere, also in cities, towns, and ordinary countryside, in forests, fields, roadsides etc. 

NatureGate® will increase sustainable competitiveness of European Union. Win-win cooperation with many kinds of organisations, including business corporations, will create required resources for maintaining and continual improvement of NatureGate®. NatureGate® will integrate ecologically, economically and socially sustainable development, and it will create enough wealth for continuous spreading and improvement of the networked NatureGate® servers in all main countries and regions. NatureGate® has already good contacts and cooperation with researchers and consultants from many of the leading centers of the world, including Stanford University, Berkeley University, Boston area, Greater Stockholm area, and Greater London area. This way it will create a global lifelong learning space for biodiversity, nature, good environment, sustainable development and good life. 

Free CmapTools software (IHMC 2007) will be used to monitor and promote quality of learning and thinking in relation to biodiversity, natural diversity, environmental education and education for sustainable development. The Finnish National Board of Education has opened a free public CmapTools server for these kinds of activities. CmapTool is very easy to use with all kinds of digital resources, like photographs, maps, video clips etc. by simple drag-and-drop operation.
There are many important and interesting research problems involved in the NatureGate® service: What do people really learn, while using it? What happens in brain, when there are many kinds of sense information available both from nature and from technological tools used? Using design experiments, it may be possible to fond out how to improve the service continually etc.

In the following Figure 1 and Table 1 the main elements of NatureGate® R&D and business program will be presented. 

Figure 1.Main elements of NatureGate® R&D and business program. (Adapted from Åhlberg, Lehmuskallio & Lehmuskallio 2006c.)

(1) at the organism level	(2) at the ecosystem level	(3) at the integrating society and humankind level 	
photographs and videos, texts of flowering plants, and vascular plants in general, later on, all organisms. Easy-to-use, fast, patented software for plant species identification.	texts, models, simulations, educational serious games of ecosystems and their free services for the whole  humankind	sustainable development,
UN Decade of Education for Sustainable development 
(2005 – 2014), proposed UN Decade of Biodiversity (2011 – 2020). 	
refer to	refer  to	refer  to	
concrete objects	both concrete and abstract objects, real ecosystems, the biggest is biosphere itself,  can be represented by 
 systems models, 
 more abstract than individual species and specimens	abstract objects and reasoning of very complex issues and problems of the real world. Involves plenty of high quality learning, thinking, and acting for sustainability, including biodiversity.	
in order to	in order to	in order to	
encourage studying, investigations,  and inquiries of them in nature, outdoors, e.g. taking digital photographs and uploading them to NatureGate® server, promote life long learning.	encourage studying, investigations,  and inquiries of them in nature, outdoors, e.g. taking digital photographs and creating conceptual models, and dynamic models, promote life long learning.	encourage both individual and collaborative knowledge building and acting to promote sustainable development, including biodiversity, promote life long learning.

Table 1. Some of the main content elements of NatureGate® R&D server on three levels.(Adapted from Åhlberg, Lehmuskallio and Lehmuskallio 2006b).  
4 Conclusions
NatureGate® is and will be in accordance with the latest biodiversity research, policy, communication and education. The meeting of the European Platform for Biodiversity Research Strategy (EPBRS) was held under the Finnish Presidency of the EU. The main venue was Hanasaari, near Helsinki, 17.-19. November 2006. NatureGate® principles were presented and discussed first in the e-conference that took place during three weeks, 25. 8. – 13. 9. 2006 (Young, Åhlberg,, Niemelä, Parr, Pauleit & Watt. (Eds.) 2006). Presentation and discussion of NatureGate® continued in the main conference 16. - 19. 11. 2006 (EPBRS. 2006a and 2006b). NatureGate® was well received and it is in accordance with the main resolutions, e.g. Resolution for Biodiversity Research (EPBRS. 2006a) and the main Hanasaari Declaration (EPBRS. 2006b). NatureGate® is and will be in accordance with the latest biodiversity and natural diversity research and education, focusing in enhancement of biodiversity and natural diversity learning. This way it promotes sustainable development, good environment and human well-being. 
References
Åhlberg, M. (1998). Education for sustainability, good environment and good life. In Åhlberg, M. & Leal Filho, W. (Eds.) 1998. Environmental education for sustainability: good environment, good life.  Frankfurt am Main: Peter Lang, 25 - 43.
Åhlberg, M., Lehmuskallio, E. and Lehmuskallio, J. (2006a). NatureGate®, concept mapping and CmapTools: Creating global networks of servers for improved learning about, in and for nature, ecosystems, biodiversity, and sustainable development. In Canas, A. & Novak, J. (Eds.) Concept Maps: Theory, Methodology, Technology. Proceedings of the Second International Conference on Concept Mapping. San José, Costa Rica - September 5-8, 2006. San Jose: Universidad de Costa Rica, 457 - 460, http://cmc.ihmc.us/cmc2006Papers/cmc2006-p230.pdf#search=%22NatureGate%22 
Åhlberg, M., Lehmuskallio, E. and Lehmuskallio, J. (2006b).NatureGate® R& D and business program – a general description and a proposal for Sweden. Handout for the presentation in The Royal Swedish Academy of Sciences (Kungliga Vetenskapsakademien), The Swedish National Committee for Biology (Svenska Nationalkommittén för Biologi). Thursday, November 9, 2006, in the Linné Hall (Linnésalen), Stockholm, Sweden,http://bulsa.helsinki.fi/~maahlber/Vetenskapsakademien_9.11.2006.doc 
Åhlberg, M., Lehmuskallio, E. and Lehmuskallio, J.( 2006c). N a t u r e G a t e® R&D and business program in progress. Handout for the poster in the meeting of the European Platform for Biodiversity Research Strategy (EPBRS) held under the Finnish Presidency of the EU. Helsinki-Espoo, 17.-19. November 2006, http://bulsa.helsinki.fi/~maahlber/EU_Meeting_Hanasaari_16_19.11.2006.doc 
Battelle, J. (2005). The search. How Google and its rivals rewrote the rules of business and transformed our culture. Boston: Nicholas Brealey Publishing.
Bereiter, C (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum.
Bereiter, C and Scardamalia, M (2003).Learning to work creatively with knowledge, in: E De Corte, L Verschaffel,N Entwistle and J van Merriënboer (Eds.) Powerful Learning Environments: Unravelling Basic Components and Dimensions. Pergamon: Oxford, 55 – 68.
Bransford, J. D., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., Meltzoff, A., Barron, B., Pea, R., Reeves, B., Roschelle, J. & Sabelli, N. (2006). Learning theories and education: Toward a decade of synergy. In P. Alexander & P. Winne (Eds.), Handbook of Educational Psychology. Second Edition. Mahwah, NJ: Erlbaum, 209 – 244.
Bransford, J.D., Barron, B., Pea, R., Meltzoff, A., Kuhl, P. Bell, P., Stevens, R., Schwartz, D., Vye, N., Reeves, B., Roschelle, J. & Sabelli, N. (2006).Foundations and opportunities for an interdisciplinary science of learning. In K. Sawyer (Ed) The Cambridge Handbook of the Learning Sciences, 19 - 34.
Cairncross, F. (2002). The Company of the Future. Boston: Harvard Business School Publishing.
Cairncross, F. (2006). People, Science and Society: the Challenge of Climate Change - The British Association for the Advancement of Science. Presidential Address to the Festival of Science in Norwich (4 September 2006), http://www.the-ba.net/the-ba/PressOffice/PressReleases/_PresAddress06.htm 
CBD (2007). The Convention on Biological Diversity, http://www.biodiv.org/convention/default.shtml 
Conservation International (2007). Conservation Regions, http://www.conservation.org/xp/CIWEB/regions/ 
EPBRS. (2006a). Recommendations of the meeting of the European Platform for Biodiversity Research Strategy held under the Finnish Presidency of the EU Helsinki, 17th-19th November 2006 concerning Biodiversity education,http://www.epbrs.org/PDF/EPBRS-FI2006-Education(final).pdf
EPBRS. (2006b). Hanasaari Declaration on Biodiversity Research, http://www.epbrs.org/PDF/EPBRS-FI2006-HanasaariDeclaration(final).pdf 
CBD (2007). The Convention on Biological Diversity, http://www.biodiv.org/convention/default.shtml 
Elredge, N (2005). Darwin: Discovering the tree of life. New York: W. W. Norton & Company. 
European Union (2006). Lifelong Learning, http://ec.europa.eu/education/policies/lll/lll_en.html 
European Union (2007). The Lifelong Learning Programme 2007-2013, http://ec.europa.eu/education/programmes/newprog/index_en.html
Hakkarainen, K:, Palonen, T., Paavola, S. & Lehtinen, E (2004). Communities of networked practice. Professional and educational perspectives. Amsterdam: Elsevier.
Harré, R (2002). Cognitive Science. A Philosophical Introduction. London: SAGE.
IHMC (2007) Webpage for downloading CmapTools,  http://cmap.ihmc.us/download/  
Jarvis, P. 2006. Towards a comprehensive theory of human learning. Lifelong learning and the learning society. Volume 1.  London: Routledge.  
Jensen, P (2005). A contextual theory of learning and the learning organization. Knowledge and Process Management 12(1): 53 – 64.
McKeon, R. & Hopkins, C (2003).EE is not the same as ESD: defusing the worry. Environmental Education Research 9(1), 117 - 128. 
Kerrigan, M (2005). Charles Darwin’s The Voyage of the Beagle. Glasgow: Saraband.
Keyes, C. & Haidt, J. (Eds.) 2003. Flourishing. Positive psychology and the life well-lived. Washington, D.C.: American Psychological Association.
Lave, J. & Wenger, E (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 138 pp.
Mayer, R (1996). Learners as information processors. Legacies and limitations of the educational psychology’s second metaphor. Educational Psychologist 31(3-4), 151 – 161.
Mayer, R (2005). Cognitive Theory of Multimedia Learning. In Mayer, R: (Ed.) The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press, 31- 48.
Scott W. & Gough S. (2003) Sustainable development and learning: framing the issues. London: RoutledgeFalmer.  
Scott W. & Gough S (Eds.) (2003) Key issues in sustainable development and learning: a critical review. London: RoutledgeFalmer.
Scott, W (2005). ESD: what sort of Decade? What sort of Learning? Keynote address at the UK launch of the Unesco Decade for ESD December 13th 2005, http://www.bath.ac.uk/cree/resources/desduklaunchscott.pdf
Vise, D. & Malseed, M. (2005). The Google story. New York: Bantam Dell.
Young, J., Åhlberg, M., Niemelä, N., Parr, T., Pauleit, S., & Watt, A.D. (Eds). (2006). Actions for the 2010 biodiversity target in Europe – How does research contribute to halting biodiversity loss? Report of an e-conference, http://www.edinburgh.ceh.ac.uk/biota/Archive_2010target/Long%20report_final.pdf
http://www.epbrs.org/PDF/EPBRS-FI2006-EU2010TargetShort.pdf