Energy Saving For Kids This presentation was created for a special topics course (GD492) at North Carolina State University. It is the mid-semester proposal for a mobile component within a service ecology that enables a specific group of people to learn a complex process. The service focuses on developing skills, rather than managing information—it performs analogously as training wheels, rather than crutches. Focusing on skill development implies that the person engages with the design conditions in order to learn how, what, and why to do something autonomously (without prolonged reliance on the design). The presentation includes an overview of the service ecology, user assessment, and specific design objectives for moving forward with creating a prototype and working demonstration. All material is copyright 2010. Please contact the manager of the slideshare account for questions and permissions. Process work can be found at www.seedandsprout.com/s10_gd492

2. GD492 + INDEPENDENT STUDY
designing a mobile application and website to act
as teaching aid for both teachers and students, in
a fourth grade lesson plan on energy and carbon
saving techniques at school and at home.

3. APPS LIKE MINE

4. APPS LIKE MINE
green apps for adults
there are numerous apps for carbon footprints,
public transportation, driving, keeping track of
fuel, travel, green tips, green shopping, eating
and drinking, planting trees and so on.

5. APPS LIKE MINE
green apps for adults green apps for kids
there are numerous apps for carbon footprints,
public transportation, driving, keeping track of
fuel, travel, green tips, green shopping, eating
and drinking, planting trees and so on.
iMatter connects kids to other
kids that are taking action in
the “green revolution.” Aimed
towards preteens and teenagers.
Mobile app created by Zidware that has not yet
been released, designed to educate kids on the
environment through games and activities.

6. MY USERS
> technologically
equipped schools
(access to iPod Touch
and a computer)

7. MY USERS
>
>
technologically
equipped schools
(access to iPod Touch
and a computer)
4th graders

8. MY USERS
>
>
>
technologically
equipped schools
(access to iPod Touch
and a computer)
4th graders
4th grade teachers

9. UNDERSTANDING MY USERS

10. UNDERSTANDING MY USERS
the students
*information based on interview with teacher and her
students from Club Boulevard Elementary School
>
>
>
>
>
>
love hands on activities
need visuals
it is best for them to think they are not
learning (school becomes fun)
it tends to help if they are confronted with
problems or issues within their own town
and environment
enjoy being provided with solutions that
they themselves can change
like to make personal connections with
what they are learning

11. UNDERSTANDING MY USERS
the students the teachers
*information based on interview with teacher and her
students from Club Boulevard Elementary School
>
>
>
>
>
>
love hands on activities
need visuals
it is best for them to think they are not
learning (school becomes fun)
it tends to help if they are confronted with
problems or issues within their own town
and environment
enjoy being provided with solutions that
they themselves can change
like to make personal connections with
what they are learning
>
>
>
>
have mainly use books (not textbooks) to
help teach kids environmental concepts
and saving energy.
want their kids to take the knowledge they
gain from school and use it in their home.
the more they touch on an issue, the more
the kids will remember it, resulting in a
bigger impact.
are willing to embrace technology and
already do depending on school’s access to
certain tools.

12. HOW WILL IT WORK?

13. HOW WILL IT WORK?
the website
teachers can teach
using specifically
designed pages on
the website, for the
environmentally
related curriculum
kids then access the
website at school
or at home, to keep
track of their energy
saving progress
school
homeclassroom
website
classroom

14. HOW WILL IT WORK?
the website the mobile application
teachers can teach
using specifically
designed pages on
the website, for the
environmentally
related curriculum
kids then access the
website at school
or at home, to keep
track of their energy
saving progress
in groups, kids
will use an iPod
Touch to complete
an energy saving
scavenger hunt in
and around school
after completing
the scavenger hunt,
each groups’ results
can be loaded onto
the website and
discussed
everything is then
accessible at home
by both teachers
and students
school
homeclassroom
website
classroom
mobile
application
group 1
group 2
group 3
group 4

15. POINTS OF INTERACTION

16. POINTS OF INTERACTION
> first interaction takes place in the
classroom using the website

17. POINTS OF INTERACTION
>
>
first interaction takes place in the
classroom using the website
kids then interact with the mobile app
by taking turns with the iPod Touch in
small groups to complete the energy
saving scavenger hunt

18. POINTS OF INTERACTION
>
>
>
first interaction takes place in the
classroom using the website
kids then interact with the mobile app
by taking turns with the iPod Touch in
small groups to complete the energy
saving scavenger hunt
interaction takes place during a class
period or however long the teacher
decides

19. POINTS OF INTERACTION
>
>
>
>
first interaction takes place in the
classroom using the website
kids then interact with the mobile app
by taking turns with the iPod Touch in
small groups to complete the energy
saving scavenger hunt
interaction takes place during a class
period or however long the teacher
decides
students then continue to save energy
at their home, and interact with the
website at home or school to access
and record their progress

20. LOCATIONS INTERACTION OCCURS

21. LOCATIONS INTERACTION OCCURS
> both public and private, public in the school
setting with teacher and other children, may
be accessed privately at home

22. LOCATIONS INTERACTION OCCURS
>
>
both public and private, public in the school
setting with teacher and other children, may
be accessed privately at home
usage is structured while at school, but can be
completed and accessed on a student’s own
time at home

23. THE USER’S GAIN

24. THE USER’S GAIN
> the mobile app will be able to
provide students personal experi-
ence with real life examples of
ways to save energy in a fun way

25. THE USER’S GAIN
>
>
the mobile app will be able to
provide students personal experi-
ence with real life examples of
ways to save energy in a fun way
they will receive the satisfaction
of being able to make a difference
within their school and at home

26. THE USER’S GAIN
>
>
>
the mobile app will be able to
provide students personal experi-
ence with real life examples of
ways to save energy in a fun way
they will receive the satisfaction
of being able to make a difference
within their school and at home
they get the use of technology
while still keeping active in and
around their school

27. THE USER’S GAIN
>
>
>
>
the mobile app will be able to
provide students personal experi-
ence with real life examples of
ways to save energy in a fun way
they will receive the satisfaction
of being able to make a difference
within their school and at home
they get the use of technology
while still keeping active in and
around their school
learning the benefits of saving
energy at an early age, could influ-
ence smarter “greener” decisions
as they grow older.

28. THE END