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Coding · 3rd Year

Active learning ideas

Designing for Marginalised Users

Inclusive design ensures that technology serves everyone, regardless of their physical abilities, age, or socio-economic status. This topic introduces students to the concept of the digital divide and the importance of accessibility features like screen readers, high-contrast modes, and simplified interfaces. This aligns with NCCA Learning Outcomes 1.2 and 1.8, focusing on the social impact of design choices.

NCCA Curriculum SpecificationsNCCA Coding Short Course LO 1.2NCCA Coding Short Course LO 1.8
20–40 minPairs → Whole Class3 activities

Activity 01

Simulation Game40 min · Small Groups

Simulation Game: The Accessibility Audit

Students try to navigate a popular website using only a keyboard or a screen reader. They document the barriers they encounter and suggest specific code changes (like alt-text or ARIA labels) to fix them.

What causes the digital divide between different communities?
ApplyAnalyzeEvaluateCreateSocial AwarenessDecision-Making
Generate Complete Lesson

Activity 02

Think-Pair-Share20 min · Pairs

Think-Pair-Share: Designing for the 'Edge Case'

Provide a persona (e.g., an elderly person with low vision or someone in a rural area with 2G internet). Students brainstorm three features their favorite app would need to be usable for that person, then share with the class.

How does lack of internet access affect educational opportunities?
UnderstandApplyAnalyzeSelf-AwarenessRelationship Skills
Generate Complete Lesson

Activity 03

Gallery Walk30 min · Whole Class

Gallery Walk: Inclusive Tech Innovations

Students research and display examples of technology designed for marginalized groups (e.g., braille tablets, low-bandwidth educational tools). The class moves around to vote on which design has the greatest social impact.

How can software design promote social inclusion?
UnderstandApplyAnalyzeCreateRelationship SkillsSocial Awareness
Generate Complete Lesson

A few notes on teaching this unit


Watch Out for These Misconceptions

  • Accessibility is only for people with permanent disabilities.

    Explain the 'curb-cut effect', features like captions benefit people in noisy environments, and high contrast helps everyone in bright sunlight. Use a brainstorming session to list how 'special' features help everyone.

  • Making software accessible is too expensive or difficult.

    Show students that basic accessibility, like using proper HTML tags and alt-text, is actually standard good practice. Hands-on coding exercises can demonstrate that inclusive design is often just better, cleaner code.


Methods used in this brief