Paw-ticipatory Design
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Overview
There are 10 modules in our Paw-ticipatory Design curriculum. We have broken up each module into in-class activities and at-home activities. It is important that students complete the at-home assignments with their pets in and around their homes, and document their work in their Pet Blogs (see below). The in-class modules should be done synchronously as a group, and can be done either in-person or remotely. Each in-class module supports students' at-home work assignments for that day, or the day prior. |
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We have included templates for collaborative Google Docs and Slides to help facilitate interactive discussion for remote instruction. We have also included a template for a Pet Blog (below), which is a custom Slides presentation for each student to document their activities and work in. You can find all of the templates in this Google Drive folder. We recommend you make a copy of each template and store them on your own Google account.
Pet Blogs
Each student documents all of their work in a personalized Pet Blog. Below is the Pet Blog template which contains sections for students to document each at-home assignment.
The easiest way to do this is to make an individual copy for each student to edit and store them in the same folder on Google Drive. You can do this manually or through Google Classroom.
Pet Blogs
Each student documents all of their work in a personalized Pet Blog. Below is the Pet Blog template which contains sections for students to document each at-home assignment.
The easiest way to do this is to make an individual copy for each student to edit and store them in the same folder on Google Drive. You can do this manually or through Google Classroom.
Modules & Activities
Below you will find a series of lesson plans, Google templates, and instructions for the 10 modules. We structured each day as its own module, but you may choose to condense or extend the curriculum.
Each module has an in-class portion, and an at-home portion. Students complete the at-home portions on their own and document their work in their Pet Blogs.
Below you will find a series of lesson plans, Google templates, and instructions for the 10 modules. We structured each day as its own module, but you may choose to condense or extend the curriculum.
Each module has an in-class portion, and an at-home portion. Students complete the at-home portions on their own and document their work in their Pet Blogs.
Module 1: introduction & pet blogs
In class: Overview / Ice Breakers
You should start the curriculum with an overview of the schedule and the desired learning outcomes.
Ice breakers are important for students to getting to know one another. If you are teaching this in a classroom setting where students are already acquainted, we still recommend doing ice breakers for students to introduce their pets. We recommend asking students to share images or videos of their pets while they introduce them.
If students are participating remotely, you can encourage kids to bring their pets to the class sessions.
At home: Pet Blog Setup / Pet Profile, & Pet Personality
For the first at-home assignment, students will set up their Pet Blogs at at home and complete the Pet Profile and Pet Personality assessment activities (Pet Blog slides 1-15, see template above). The next in-class module will facilitate a discussion about students' Pet Personality results.
You should start the curriculum with an overview of the schedule and the desired learning outcomes.
Ice breakers are important for students to getting to know one another. If you are teaching this in a classroom setting where students are already acquainted, we still recommend doing ice breakers for students to introduce their pets. We recommend asking students to share images or videos of their pets while they introduce them.
If students are participating remotely, you can encourage kids to bring their pets to the class sessions.
At home: Pet Blog Setup / Pet Profile, & Pet Personality
For the first at-home assignment, students will set up their Pet Blogs at at home and complete the Pet Profile and Pet Personality assessment activities (Pet Blog slides 1-15, see template above). The next in-class module will facilitate a discussion about students' Pet Personality results.
module 2: pet personality & vision
In class: Pet Personality Scatter Plots / Installing Doggy & KittyVision / Vision Discussion
In this module, students will reflect on and discuss their Pet Personality results in class and analyze trends on data plots and make claims about their pet's personality and other traits.
Instructions
On the slide templates you can pre-populate the “Our pets!”, “Our cats!,” and “Our dogs!” sections with student’s names, pet’s names, and/or pet’s images. You can right click and select “group” on multiple objects so they are locked together. Remove the example student and pet images before adding your students’.
Have students move their pets' images or names to different areas on the graphs and visuals throughout this activity and ask them to comment on trends they see, justify decisions, and ask questions.
In this module, students will reflect on and discuss their Pet Personality results in class and analyze trends on data plots and make claims about their pet's personality and other traits.
Instructions
On the slide templates you can pre-populate the “Our pets!”, “Our cats!,” and “Our dogs!” sections with student’s names, pet’s names, and/or pet’s images. You can right click and select “group” on multiple objects so they are locked together. Remove the example student and pet images before adding your students’.
Have students move their pets' images or names to different areas on the graphs and visuals throughout this activity and ask them to comment on trends they see, justify decisions, and ask questions.
In-class Pet Personality Activity (Google Slides)
Once you are done with these activities, refer to the DoggyVision and KittyVision Snapchat guide and explain to the class how to set up the filters on their phones.
Snapchat Instructions (Google Slides)
At home: Exploring with DoggyVision & KittyVision
Have students complete the at-home DoggyVision and KittyVision activities in their Pet Blogs (slides 16-22).
Have students complete the at-home DoggyVision and KittyVision activities in their Pet Blogs (slides 16-22).
Module 3: Vision & Investigations
In class: DoggyVision & KittyVision Share Outs / Investigation Design
Have each student share images, videos, and notes they collected during the DoggyVision and KittyVision at-home activity. You can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
After students' presentations, you should now prepare students for their next at-home assignment which will be to use DoggyVision and KittyVision to investigate a research question of their choosing. Use the "In-class Vision Investigation Brainstorm" Google Slides template to facilitate this brainstorm, or if you are in-person, use sticky notes.
Have each student share images, videos, and notes they collected during the DoggyVision and KittyVision at-home activity. You can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
After students' presentations, you should now prepare students for their next at-home assignment which will be to use DoggyVision and KittyVision to investigate a research question of their choosing. Use the "In-class Vision Investigation Brainstorm" Google Slides template to facilitate this brainstorm, or if you are in-person, use sticky notes.
In-class Vision Investigation Brainstorm (Google Slides)
At home: Planning & Carrying Out a DoggyVision and/or KittyVision Investigation
For the at-home activity, students will choose a research question (either from the brainstorm or a new question) and complete the Pet Blog activities associated with the Pet Vision Investigation activity (Pet Blog slides 23-27).
For the at-home activity, students will choose a research question (either from the brainstorm or a new question) and complete the Pet Blog activities associated with the Pet Vision Investigation activity (Pet Blog slides 23-27).
Module 4: investigation findings & hearing
In class: Investigation Share Outs / Hearing Discussion
Have each student share images, videos, and notes they collected during the Pet Vision Investigation at-home activity. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
After students' presentations, you should now prepare students for their next at-home assignment which will be to explore their pets' hearing and do a hands-on activity where they create a paper model of their pets' pinnae (outer ears). Consider doing a collaborative discussion with your students' about pet and animal hearing.
Have each student share images, videos, and notes they collected during the Pet Vision Investigation at-home activity. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
After students' presentations, you should now prepare students for their next at-home assignment which will be to explore their pets' hearing and do a hands-on activity where they create a paper model of their pets' pinnae (outer ears). Consider doing a collaborative discussion with your students' about pet and animal hearing.
In-class Hearing Discussion (Google Slides)
At home: Investigating Pets' Hearing
Students will complete the at-home hearing activities in their Pet Blogs (Pet Blog slides 28-37).
Students will complete the at-home hearing activities in their Pet Blogs (Pet Blog slides 28-37).
Downloadable Pinna Template (PDF)
Module 5: Hearing share-outs & behavior
In class: Hearing Share Outs / Behavior Tracking Bank Brainstorm
Have each student share images, videos, and notes they collected during the Hearing at-home activity. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
After students' presentations, you should now prepare students for their next at-home assignment which will be to track their pets' behaviors and moods throughout the day. To help them get started, use the following template to help them brainstorm what they already know about their pets' behaviors. For example, get them talking about how they know when their pet is sad vs happy, and how different observable characteristics and behaviors tell them this.
Have each student share images, videos, and notes they collected during the Hearing at-home activity. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
After students' presentations, you should now prepare students for their next at-home assignment which will be to track their pets' behaviors and moods throughout the day. To help them get started, use the following template to help them brainstorm what they already know about their pets' behaviors. For example, get them talking about how they know when their pet is sad vs happy, and how different observable characteristics and behaviors tell them this.
In-class Behavior Tracking Brainstorm Activity (Google Slides)
At home: Behavior Tracking
At home students will build on the behavior tracking brainstorm and use this information to track their pet's behaviors at different times throughout the day. Students will take notes in their Pet Blogs about what their pets are doing, and what this tells them about how their pet is feeling (Pet Blog slides 38-42).
At home students will build on the behavior tracking brainstorm and use this information to track their pet's behaviors at different times throughout the day. Students will take notes in their Pet Blogs about what their pets are doing, and what this tells them about how their pet is feeling (Pet Blog slides 38-42).
Module 6: intro to user experience design
In class: User Experience Design / Project Brainstorm
In class you will explain what user experience design is and why it is useful. Focus on the fact it places users' needs at the center of the design process. In this case, the "users" will be their pets.
In this Google Slides there are also collaborative activities for students to discuss and reflect on the previous behavior tracking at-home assignment, as well as activities for them to begin brainstorming their design projects.
In class you will explain what user experience design is and why it is useful. Focus on the fact it places users' needs at the center of the design process. In this case, the "users" will be their pets.
In this Google Slides there are also collaborative activities for students to discuss and reflect on the previous behavior tracking at-home assignment, as well as activities for them to begin brainstorming their design projects.
In-class UX Design Intro & Project Brainstorm (Google Slides)
At home: Project Proposal / Pet Personas
Students will choose a design project (either one from the brainstorm or a completely new idea) and fill in the details about it in their Pet Blogs. They will also create a "pet-sona" for their pet that describes their pet's needs, wants, and pain points as it relates to the project they chose (Pet Blog slides 44-51).
Students will choose a design project (either one from the brainstorm or a completely new idea) and fill in the details about it in their Pet Blogs. They will also create a "pet-sona" for their pet that describes their pet's needs, wants, and pain points as it relates to the project they chose (Pet Blog slides 44-51).
module 7: Project Prototyping & Evaluation
In class: Share Outs / Cohorts
Look at students' project choices ahead of class and form cohorts of 3-4 students that are working on similar projects. In the template below, you can see different rows marked A, B, C, or D. These are just labels for the different cohort groups (you may have more or less groups depending on your class size). You should pre-populate the rows with students' names and then have them write their initial project idea they chose. Then, have students discuss their ideas with their cohort. If students change their project idea after their discussions, have them document this. Then students should brainstorm what their first project prototype will be and how they will build and test it with their pet(s).
Look at students' project choices ahead of class and form cohorts of 3-4 students that are working on similar projects. In the template below, you can see different rows marked A, B, C, or D. These are just labels for the different cohort groups (you may have more or less groups depending on your class size). You should pre-populate the rows with students' names and then have them write their initial project idea they chose. Then, have students discuss their ideas with their cohort. If students change their project idea after their discussions, have them document this. Then students should brainstorm what their first project prototype will be and how they will build and test it with their pet(s).
In-class Cohort Project Discussion (Google Doc)
At home: Project Iteration
At home students will begin working on their prototypes and testing them with their pets. (Pet Blog slides 52-61).
At home students will begin working on their prototypes and testing them with their pets. (Pet Blog slides 52-61).
Module 8: Project Iterations
In class: Share Outs / Cohorts
Have each student share images, videos, and notes they produced while creating and testing their prototypes with their pets. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
Next, have students discuss challenges and possible solutions with their cohorts. They should discuss how they plan to iterate on their project and what they will do to test the new version of their prototypes.
At home: Project Iteration
Students will document their project iterations in their Pet Blogs. (Pet Blog slides 62-67).
Have each student share images, videos, and notes they produced while creating and testing their prototypes with their pets. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
Next, have students discuss challenges and possible solutions with their cohorts. They should discuss how they plan to iterate on their project and what they will do to test the new version of their prototypes.
At home: Project Iteration
Students will document their project iterations in their Pet Blogs. (Pet Blog slides 62-67).
Module 9: project iterations & finalization
In class: Share Outs / Cohorts / Final Project Requirements
Have each student share images, videos, and notes they produced while creating and testing their prototypes with their pets. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
Next, have students discuss challenges and possible solutions with their cohorts. They should discuss how they plan to iterate on their project and what they will do to test the new version of their prototypes. Their at-home work will be the last time they can work on their projects, so this will be the final iteration of their design projects. When students are done with their final projects, they should create a presentation or demo of their work to present in class tomorrow.
At home: Project Iteration / Create Final Presentation
Students will document their project iterations in their Pet Blogs (Pet Blog slides 68-72).
Have each student share images, videos, and notes they produced while creating and testing their prototypes with their pets. Again, you can pre-populate a slideshow with their work, or have them present from each of their Pet Blogs. As students are sharing their work, encourage other students to make comments and ask questions. If you are facilitating this remotely you can have students do this via Zoom chat or by adding comments to the Google Slides.
Next, have students discuss challenges and possible solutions with their cohorts. They should discuss how they plan to iterate on their project and what they will do to test the new version of their prototypes. Their at-home work will be the last time they can work on their projects, so this will be the final iteration of their design projects. When students are done with their final projects, they should create a presentation or demo of their work to present in class tomorrow.
At home: Project Iteration / Create Final Presentation
Students will document their project iterations in their Pet Blogs (Pet Blog slides 68-72).
module 10: project presentations
In class: Project Presentations
At home or in class: Course Reflections
At home or in class: Course Reflections
This material is based upon work supported by the National Science Foundation under Grant No. 1736051