Developing and implementing prototypes
Keywords: HCI; prototype; user-centered design; development.
Aims and Rationale
The aim of this activity is to facilitate students’ development and implementation of prototypes after having gathered the feedback from the users during Sharing prototypes.
The tangible outcome of this activity will enable and empower students to put into practice their learning experiences so far, the skills they have developed and more particularly, issues around ICH and community representation. These will come into fruition in the delivery of an app that is satisfactory to the community members.
Learning Outcomes and Associated Areas of Knowledge
Interpret and Translate users’ needs and expectations into digitally-mediated ICH features and characteristics
Develop digitally-meditated tools that address issues around ICH as identified by the community of gatekeepers
21st Century skills
- Technological Fluency
Any developing platform of the students’ choice.
The goal of this stage is the students’ implementation of computer-based prototypes that show the functionality of their applications. The prototypes do not need to be fully implemented, but enough to be showcased during Showcasing prototypes presentations to community members.
The ways of addressing potential hindrances of this stage, such as overambitious designs or not grounded conceptual designs, were all treated in previous activities so that this final activity should go smoothly.
Depending on the complexity of the design ideas, some prototypes could require up to a full working day to reach a suitable nature and quality to be then showcased. Therefore, allocate enough time to this activity, consistently with the depth of students’ design ideas and goals.
Assessment for Learning
This final design and implementation activity will once again be evaluated by the community itself who will provide feedback. This feedback will enable students to interpret and translate their needs in terms of the overall usability, aesthetics, and functionality of the apps and the consistency with perceived ICH issues during the Sharing prototypes presentations.
Assessment 'How to'
As the students will self-organise and lead this activity, the educators’ role should be focussed on ensuring that the students are taking developing the prototypes by addressing the feedback gathered during Sharing prototypes. This is for make sure that the final prototypes will be consistent with what the users have in mind after having interacted with a low-fidelity representation