Service Learning
IT STEM Standard 12 12 hrs Computational Thinking
This course runs a service-learning design competition in which students design a technology-based solution to a real-world issue faced by older adults, in areas such as health, housing, mobility, communication and leisure. It begins with a supervised home visit: students are briefed on the goal of the visit, on holding a conversation rather than an interview, on asking the older adult to demonstrate how they use everyday devices, and on observing living spaces for safety and usability problems, and each student records what they found on an individual field visit worksheet. Groups then turn those findings into two labelled design concepts, each set out as a problem, a proposed solution, the key technologies involved, the expected impact, the innovation factor and the ethical concerns, and select one concept to develop. The remaining lessons cover the judging criteria, the design of an A2 foamboard in Canva, and the prototype itself, built either as a hardware model or as an interactive interface mock-up in Figma, together with the presentation slides. The course ends with a final work session to finalise all deliverables and a booth exhibition at which each group presents its project.
Learning objectives
- Conduct a respectful home visit with an older adult and record their daily routine, technology use and difficulties.
- Turn field visit observations into design concepts covering problem, proposed solution, key technologies, expected impact, innovation and ethics.
- Produce the competition deliverables: an A2 foamboard in Canva, a hardware or Figma prototype, and a set of presentation slides.
Lesson plan
Competition brief and field visit preparation | Introduce the competition topic "Addressing Challenges for Older Adults", the programme schedule and the deliverables, then brief the home visit: its goal, the gift pack, and the three phases of arrival and icebreaker, conversation rather than interview, and observation with "STEM eyes", together with the do's and don'ts on privacy, promises and accepting gifts | Hands-on: i) Visit an older adult's home as a group, present the gift pack and ask the older adult to demonstrate how they use everyday devices ii) Take a guided tour of the kitchen and washroom and note do-it-yourself fixes and safety risks iii) Complete the Field Visit Worksheet individually, recording the person's profile and technology use, their physical, cognitive and environmental challenges, and one key insight
Concept development | Review the group's field visit findings and turn them into design concepts, each stated as a problem to be solved, a proposed solution, the key technologies involved, the expected impact, the innovation factor, and ethics and concerns | Hands-on: i) Compare the group members' worksheets to identify common problems and opportunities ii) Draw and label two distinct preliminary designs in the Concept Development Worksheet iii) Select one concept to develop for the competition and justify the choice on feasibility, impact or innovation
Design with Canva | Introduce Canva for posters and presentations, covering custom-size designs, the element, text, image and upload tools, image frames, the pen tool, extensions such as the QR code generator, page transitions, and keeping elements away from the boundary for printing | Hands-on: i) Create a poster at a custom size and rename the project ii) Add and reorder text, elements and images, including placing an image in a frame and replacing it by drag and drop iii) Create a presentation, add pages and add transitions
Judging criteria and foamboard design | Go through the eight judging criteria - problem identification 20%, impact 15%, use of technology 15%, innovation 10%, ethics 10%, foamboard 10%, prototype, slides or video 10% and on-day presentation 10% - and what each one looks for, including scoping the problem, impact scale, fit of the chosen technologies, and privacy, accessibility and dignity under ethics | Hands-on: i) Accept the teacher's Canva invitation and join the school team ii) Create a custom design at A2 vertical, 420 mm by 594 mm, and rename the project iii) Lay out the product name, problem information, objectives, how the product solves the problem, challenges, and the class, class numbers and names of all group members iv) Create a public view link and submit it as the draft foamboard
Prototyping and presentation slides | Define a prototype as an early model used to test the concept, function, design and feasibility rather than a finished product, and compare the hardware route, using 3D printing, laser cutting or everyday materials such as cardboard and optionally driven by micro:bit, Arduino or Raspberry Pi, with the software route, using App Inventor 2, Android Studio or Swift, or a Figma or Canva interface mock-up; then set out the required slide sections | Hands-on: i) Create a Figma design, add a frame and add components such as rectangles and text ii) Switch to Prototype mode, drag a connection from a component to another frame and preview the page navigation iii) Build the presentation slides covering title, problem identification, concept, use of technology, impact and ethics, using images to explain the workflow
Finalisation and exhibition | Final work session before the competition day, in which all deliverables are completed and submitted; the competition itself is held as a booth exhibition in the hall | Hands-on: i) Finalise and submit the foamboard and the prototype, presentation slides or video ii) Present the project at the group's booth on competition day
Prerequisites
- None
Hardware
- Notebook/Desktop with updated browser
- Prototype materials depend on the route chosen, e.g. 3D printer, laser cutter or everyday materials such as cardboard
- micro:bit, Arduino or Raspberry Pi (optional, only if the hardware prototype needs to show a function)
Software
- Canva
- Figma
- App Inventor 2, Android Studio or Swift (optional, only if a working app prototype is attempted)