To conclude their study of the problem solving process and the input/output/store/process model of a computer, students will propose an app designed to solve a real world problem. This project will be completed across multiple days and will result in students creating a poster highlighting the features of their app that they will present to their classmates. A project guide provides step by step instructions for students and helps them organize their thoughts. The project is designed to be completed in pairs though it can be completed individually.

The primary purpose of developing paper prototypes is that they allow for quick testing and iteration before any code is written. This lesson is focused on giving teams a chance to test their prototypes before moving to App Lab. Teams develop a plan to test with users before running prototype tests with multiple other students in the class (and potentially outside the class). In order to test the prototype with the users, the students will have to assign roles in the testing (the “narrator”, the “computer” and the “observers”) as well as have some questions prepared for the user to answer after the test is complete.

Having collaboratively developed a paper prototype for their apps, groups now divide and conquer to begin work on an interactive digital version based on the paper prototype. Using the drag-and-drop design mode of App Lab, students individually work through a progression of skill-building levels to learn how to build digital versions of a paper prototype. From there, each group member builds out at least one page of their app in App Lab, to be later combined into a single app.

In this lesson teams combine the screens that they designed in the previous lesson into a single app, which they can then link together using code. Students learn basic event driven programming by building up the model app that they started in the previous lesson. In addition to the screen that students designed yesterday, they'll learn how to create additional screens and even import screens made by others.

By the end of the previous lesson each team should have a minimum viable prototype of their app. The primary purpose of this lesson is to have the team actually test the app with other people, preferably from the target audience the app is intended for, or from different teams in the class while observers from the team will record the results on the worksheets they used in the planning phase. As with testing the paper prototypes, teams will start by planning for the specific scenarios before running and observing tests.

Teams have at this point developed an app prototype that has gone through multiple iterations and rounds of user testing. With the information and guidance gained from the last round of user testing, each student has the opportunity to plan for and implement improvements to the team app. Depending on the time you have available, and student interest, you can run the cycle of testing and iteration as many times as you see fit.

At this point teams have researched a topic of personal and social importance, developed and tested both a paper prototype and a digital prototype, and iterated on the initial app to incorporate new features and bug fixes. Now is the time for them to review what they have done and pull together a coherent presentation to demonstrate their process of creation. Using the provided presentation template, teams prepare to present about their process of app development, including the problem they set out to solve, the ways in which they've incorporated feedback from testing, and their plans for the future.

To kick off a unit devoted to group problem solving and developing products for other users, students begin by investigating the design of various teapots. Students analyze each teapot, attempting to identify how specific user needs might have informed its design. By considering these design choices, and attempting to match each teapot with a potential user, students can begin to see how taking a user-centered approach to designing products (both physical and digital) can make those products more useful and usable. To conclude the activity, students are asked to propose some changes to one of the teapots that would make it more useful or usable.

Before starting to design apps, we need to help students to better scope their expectations. Because students will eventually be prototyping these apps in App Lab, they will be in better shape if their ideas align with the kinds of apps that are easily prototyped in App Lab. Teams start this scoping by looking through several example apps designed to demonstrate apps that can be created with App Lab. Teams then can chose one (or more) of the apps as a basis for their own. From there, teams have some time to discuss the basic functionality of their app before using 3x5 index cards to develop paper prototypes.

Designers need to understand their users’ needs in order to create useful products. This lesson encourages students to think about how to design for another person by role-playing as someone else using a user profile and reacting as that user to a series of products. Each student is assigned a user profile describing a person, which they then use to choose appropriate products, critique product design, and suggest improvements to design.

This lesson guides students through an abbreviated version of the design process they will be seeing throughout this unit. Students first brainstorm a list of potential users of smart clothing. As a class, they then group these ideas into broad categories and each group will choose one category of user. Groups repeat this process to brainstorm needs or concerns of their user, eventually categorizing these needs and choosing one to focus on. Finally, students design a piece of smart clothing, using the specific needs and concerns they brainstormed to guide their decision making. At the end of the class students quickly share their decision-making process and get feedback on how well their product addresses the user need they selected.

Following the mini design project, students look towards the next phase of design - prototyping a product that attempts to address user needs. In teams, students examine a paper prototype for a chat app called "Txt Ur Grndkdz". Through using this paper prototype, students get a chance to see how a simple paper prototype can be used to quickly test ideas and assumptions before we ever get to the computer. After "using" the provided prototype students begin to identify ways to improve the next iteration.

In this lesson students use feedback from "users" of the paper-prototyped app from the previous lesson in order to develop improvements to the user interface of that paper prototype. The lesson begins with a reflection on the fact that designers need to translate human needs with technology into changes to the user interface or experience. Students are then given a collection of feedback and requests from users of the app from the previous lesson. In groups students categorize the feedback and identify ways the needs expressed in the feedback could be met by changes to the interface of the app. Then in groups students will implement some of these changes to meet one of the needs they identified.

Up to this point students have focused on designing for users who are, to some degree, distanced from them. Whether through brainstorming, profiles, or text feedback, the connection to an end user has never been direct. This distance is designed to help students get outside their own head when thinking about users, but in order to get information more directly from an actual user, students need to rely on their classmates. In this lesson students pair up to become users (and designers) for each other, allowing everyone to directly interview their end user and ask questions to better inform their design. Each student pair interviews each other, attempting to identify a specific need that could be addressed by an app.

Based on the peer interview from the previous lesson, each student comes up with an idea for an app that will address their user's problem. Students then get to create their own paper prototype of their app ideas by drawing "screens" on individual notecards. A project guide directs students through the process including building the app and testing it with their user to see if their assumptions about the user interfaces they created are accurate.

To kick off the app design project that lasts through the end of the unit, students first explore a number of apps designed for social impact that have been created by other students. The class then reviews the Define, Prepare, Try, and Reflect steps of the Problem Solving process as they develop an idea for an app of their own with social impact. Finally, students will form project teams and lay out a contract for how the team will function throughout the development of their app.

In this lesson students research apps similar to the one they intend on creating to better understand the needs of their users. Students work within their teams to search the Internet for other apps, then evaluate the ones they find interesting. By the end of the lesson, each team will have a clearer idea about the type of app they want to create and further refine who their target users are. Each team will maintain a list of citations for all the apps they examined for use in their final presentation.

This lesson continues the introduction to CSS style properties, this time focusing more on non-text elements. Students begin this lesson by looking at a website about Desserts of the World. They investigate and modify the new CSS styles on this website, adding their own styles to the page. After working on the Desserts page, students apply their knowledge of new CSS properties to do more styling of their personal websites.

This lesson encourages students to think more critically about how web searches work and how to find relevant and trustworthy information online. After viewing and discussion a video about how search engines work, students will search for information about several unlikely animals. They'll need to analyze the sites they find for reliability in order to identify which of the animals is actually a hoax.

In this lesson, students first learn how to specify custom colors using their RGB (red, green, blue) values. They then apply these colors to a new Four Seasons web page, which uses CSS classes. CSS classes allow web developers to treat groups of elements they want styled differently than other elements of the same type. Using classes, students add more styles to the Four Seasons web page, then use them to style their personal websites.