In this lesson, students design and implement a new user-interface that allows a user to interact with a digital program.
In this activity, students design a user interface for an existing Scratch project that either the teacher or student has found in the Scratch community, or for a more extensive project, students can design and implement their own Scratch program for a particular user, and include the design of the user interface as part of the design and development process.
If this lesson is for a program that the student has created, it is assumed that they have prior learning in designing and implementing algorithms and having had some exposure and experience with visual programming.
The teacher displays a range of photos of user-interface designs - both physical interfaces (vending machine, coffee machine, bus ticket machine, car dashboard, game controller) and digital interfaces (tablet device/smartphone screen captures). The class reflect on the question:
The teacher selects one example and invites the class to think about how they might redesign the interfaces for someone with a particular disability, such as vision impairment.
The class are now asked to consider how they might design an accessible controller (using Makey Makey) for a person with a disability for a Scratch program that they have made, or a Scratch program that the teacher has selected.
Students select and research a type of disability and design considerations that improve accessibility for this user.
Students consider how they might design the physical controller for a user to make it more accessible for all users.
Students are required to first design their interface with pen and paper and upload their photo to a shared drive/classroom community for peer feedback.
Using this feedback, students design their final interface and begin using available craft materials to construct it, in combination with the Makey Makey. If a 3D printer is available, students could use this technology with their designs. However, craft materials are also suitable.
This section could possible be divided over 2-3 lessons.
Students reflect on their initial designs and the feedback they received, and reflect on how they used this feedback to inform their final design. They reflect on the progress that they have made in comparison to their first design, and how their learning experience has informed their understanding of designing for diverse users.