Technologies · Year 9

Active learning ideas

Project: Design a Digital Interface

Active learning works here because students need to experience the real frustrations and successes of user-centered design. Sketching wireframes or testing prototypes helps them internalize principles like clear hierarchy and intuitive navigation in ways reading alone cannot.

• ACARA Content Descriptions
• AC9DT10P05
• AC9DT10P06
• AC9DT10P07

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 30 min · Small Groups

Empathy Mapping: User Research Rounds

Students interview peers about a problem like app navigation frustrations, then map findings on templates noting what users say, think, do, and feel. Groups share one insight per person. Compile class data to identify common needs.

Design a user-centered solution for a given problem.

Facilitation Tip

During Empathy Mapping, circulate with targeted prompts like 'What evidence do you have that this user struggles with existing apps?' to push students beyond surface-level responses.

What to look for

Students exchange their interactive prototypes. Provide a checklist for peers to evaluate: Is navigation clear? Are interactive elements obvious? Is text readable? Ask students to write one specific suggestion for improvement based on their review.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 45 min · Pairs

Wireframing Relay: Layout Challenges

In pairs, sketch low-fidelity wireframes for key screens based on research. Switch partners midway to add annotations for usability. Pairs present one improvement to the class for quick votes.

Critique the usability and accessibility of a peer's design.

Facilitation Tip

During Wireframing Relay, set a strict 10-minute timer for each round to force quick decision-making and prevent over-editing.

What to look for

On an index card, ask students to list two user research methods they used and explain how the findings from one method influenced a specific design decision in their prototype.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 50 min · Individual

Prototyping Sprint: Tool Practice

Individuals build a digital prototype in Figma from wireframes, focusing on interactions. Test with a partner for 5 minutes, noting fixes. Iterate once based on feedback before final share.

Justify design decisions based on user research and feedback.

Facilitation Tip

During Prototyping Sprint, demonstrate a live usability test with a student volunteer to model how to observe without guiding responses.

What to look for

During the wireframing stage, ask students to hold up their current wireframe. The teacher can quickly scan for basic layout principles like clear hierarchy and logical flow, providing immediate verbal feedback to individuals or small groups.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 40 min · Small Groups

Critique Carousel: Peer Reviews

Display prototypes around the room. Groups visit three stations, using checklists to score usability and accessibility, then leave sticky note feedback. Designers review and prioritize changes.

Design a user-centered solution for a given problem.

What to look for

Students exchange their interactive prototypes. Provide a checklist for peers to evaluate: Is navigation clear? Are interactive elements obvious? Is text readable? Ask students to write one specific suggestion for improvement based on their review.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Teachers should frame design as a problem-solving process, not an art project, to shift focus from aesthetics to evidence. Emphasize iteration by publicly revising your own work when students point out flaws, modeling resilience. Avoid giving direct solutions; instead, ask guiding questions like 'How would a color-blind user navigate this?' to build inclusive thinking.

Successful learning looks like students explaining design choices with evidence from user feedback, creating layouts that prioritize function over decoration, and revising prototypes based on peer critique. They should confidently justify decisions using specific accessibility and usability standards.

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Watch Out for These Misconceptions

• During Empathy Mapping, students may assume visual appeal equals user satisfaction.

  During Empathy Mapping, have each group present their user’s top frustration from interviews. Challenge others to suggest solutions based on that pain point, not aesthetics, using the empathy map as evidence.

• During Wireframing Relay, students believe the first layout they try is the best solution.

  During Wireframing Relay, rotate partners between rounds and require them to explain why they changed or kept elements. Use a 'two-column pro/con' sheet to force reflection on trade-offs.

• During Prototyping Sprint, students think a prototype is final once built.

  During Prototyping Sprint, pause halfway to conduct a 2-minute 'think-aloud' test with a partner. Students must write one change they’ll make based on the stumbles observed, using the prototype’s clickable structure as evidence.

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Methods used in this brief

• Project-Based Learning