Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Inside the mind of a designer

10 minutes

Find Out: The design process

35 minutes

Take Action: Exploring assistive devices

5 minutes

Reflection

Learning intentions

Students will:

explore how designed solutions are created through a combination of materials, systems, components and equipment.

Success criteria

Students can:

identify design criteria to assess assistive devices against
apply design criteria to assistive devices.

Tune In: Inside the mind of a designer

Step 1

In the previous lesson, students explored assistive devices and viewed profiles of people with upper-limb differences, developing their understanding of the positive impact assistive devices can have on people’s lives. Explain to students that they will now explore the considerations involved in making assistive devices.

Pose the following questions to students and encourage the students to think about this for 2 minutes:

Imagine you are a designer at Free 3D Hands. How would you ensure that the assistive devices you create are fit for purpose? What kinds of things do you need to consider?

Step 2

Next, invite students to discuss and brainstorm responses in their table groups. Ask students to share their responses and record their answers on the board.

Student responses may be:

understanding the end users' needs and goals
designing and prototyping
understanding and considering the budget
sourcing suitable materials that are sustainable
considering functionality, comfort and aesthetics
building the product
testing the product
iterating and making changes where needed

If any of the above suggestions are missed, include them in your discussion.

Find Out: The design process

Step 1

Explain to students that while every stage of the design process is important, 3 parts are especially crucial: consulting the end user, testing, and iteration. Begin by asking students which part they think might matter most when designing an assistive device.

After a brief discussion, emphasise that consulting the user is essential because understanding their needs, goals, and daily experiences is the only way to design a product that is truly fit for purpose. Then explain that the next key stages of testing and iteration involve testing a design, learning from the results, and making improvements to create a more effective and inclusive solution.

Step 2

For example, Free 3D Hands has been constructing assistive devices since 2015, and since then, their designs have undergone many iterations to arrive at the design they use today. As a class, watch how Free 3D Hands has evolved over time.

Step 3

Guide students to recognise that there are many reasons why designs, especially those like assistive devices, will continue to evolve and improve over time. In pairs, ask students to determine why they think assistive device designs continue to iterate and improve over time.

Allow students 2 minutes to discuss and then ask for volunteers to share their thoughts with the class. Some suggested responses could include that designs continue to improve:

with technological advancements
as better materials become available
as feedback from end users is received

Take Action: Exploring assistive devices

Step 1

Outline to students that there are many different types of assistive devices and variations of tools specifically designed to support people with upper-limb differences. In groups, students will explore some of these devices and share their findings with the class.

Divide students into 5 groups and assign 1 of the following assistive devices to each group:

Group 1: Pirate hook
Group 2: Passive arm assistive device
Group 3: Body-powered assistive device
Group 4: Activity-specific device
Group 5: Myoelectric device

Step 2

Ask students to use their digital devices to research their assistive device, including:

A picture of their device.
Is this assistive device accessible to people?
Is this assistive device a sustainable option for people?
Is the functionality of this assistive device suitable for all people with upper limb differences? If not, why?
Is this assistive device an aesthetic option for people?
Has the dignity of the end user been considered in the design of this assistive device? If yes, how?

Students can select a format of their choice for presenting their information, such as a written, verbal, or digital presentation. Allow students 10 minutes to complete this task, and then ask each group to present their findings to the rest of the class.

Step 3

Next, reiterate to students that in the next few lessons, they will undergo the design process to create their own assistive device prototype. Each prototype will be assessed against the criteria we have been exploring over the last 2 lessons: sustainability, accessibility, aesthetics, and functionality.

Explain to students that they will need to create their own assessment tool, including a series of tests to evaluate their assistive device prototype and ensure it meets the above criteria. Use the Student Worksheet to guide students through this task, explaining that each student must develop their own set of assessment questions for each criterion. Further explain that the aim of their assessment is to help them understand and decide whether the product they create is a suitable option for the end user.

Allow students 15 minutes to design an assessment tool. Outline to students that taking on constructive criticism and feedback is a vital part of the design process.

Step 4

Once students have completed their assessment tool, ask them to gather in pairs and share it with their partner. Encourage students to think critically about their partner's assessment tool and to provide constructive feedback if they notice anything missing or areas for improvement.

Ask students to update their assessment tools to reflect any constructive criticism or feedback they received from their peers.

Reflection

Initiate a class discussion by asking students whether there is such a thing as the ‘perfect design’ for assistive devices. Allow students a few minutes to think about this question, then invite them to respond during a verbal discussion.

Potential answers could include:

No, because everyone is different

Everyone’s body is unique, so a single design can’t fit all.
What works well for one person might not work for another.
People have different needs, preferences, and activities, so designs have to be personalised.

Maybe – if it can be adjusted

Designs should change shape or size for each person.
A perfect design should be flexible or customisable.
If it can be adapted using technology, it could suit more people.

Yes – the perfect design should help someone do what they want independently

A perfect design isn’t about how it looks; it’s about how it helps someone.
It’s perfect when it makes someone feel confident and comfortable.

Design Your Device

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Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Information

Related Professional Learning

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