The ergonomics of learning: educational design and learning performance

Smith, Thomas J.

doi:10.1080/00140130701587608

Cited by 94 publications

(37 citation statements)

References 15 publications

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“…This viewpoint has also been recently expressed by other ME leaders (Stone, 2008;Smith, 2007;Woodcock, 2007). These researchers observed that in comparison to the amount of work done on biomechanical ergonomics in education, only a handful of studies have focused on macroergonomic facets of teaching and learning within an educational setting.…”

Section: Panel Summarymentioning

confidence: 81%

“…The second, related, cybernetic principle is that learning is highly context specific---influenced and specialized in relation to specific design factors in the learning environment. An extensive body of differential learning research, dating back over a century, demonstrates that the preponderance of variability in cognitive performance and learning (whose development and refinement is a primary focus of education) is attributable, not to innate biological factors, but rather to specific design features of the learning environment (T.J. Smith, 2007). 3.…”

Section: Thomas J Smith the Nature Of Learning And The Design Of Thementioning

confidence: 99%

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Macroergonomics in Education: On Your Mark, Set, GO!

Watson

Smith

Kraemer

et al. 2009

Proceedings of the Human Factors and Ergonomics Society Annual

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Macroergonomics (ME) theory and methods have not been systematically applied to the field of education despite the fact that as a complex work system, education would almost assuredly benefit from ME applications. This discussion panel proposal briefly describes the complexity of the US education system and some of the areas where resources are currently being directed by federal and state funding agencies. In addition, a brief overview of technical subsystems is provided to demonstrate where mismatches between work and technology might be found. The panel members' expertise and current work will focus an discussion on three questions: 1) what are the expected benefits of applying ME theory to educational settings, 2) where and how should ME practitioners target efforts to do more work in education, and 3) what strategies should one consider to ensure successful application and outcomes.

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Section: Panel Summarymentioning

confidence: 81%

Section: Thomas J Smith the Nature Of Learning And The Design Of Thementioning

confidence: 99%

Macroergonomics in Education: On Your Mark, Set, GO!

Watson

Smith

Kraemer

et al. 2009

Proceedings of the Human Factors and Ergonomics Society Annual

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show abstract

“…Two generic models have been presented (Benedyk et al 2006, in press;Smith 2007), both of which put the learner at the heart of the process, and seek to understand the factors which might contribute to the success of learning interactions. Such models point to the need for designers to take into account a wider set of factors when designing learning environments and teaching material rather than just the immediate focus of interaction.…”

mentioning

confidence: 99%

Editorial

Woodcock¹

2008

CoDesign

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The annual conference has been designed to address the need to recognise the value that ergonomics, or the taking of a more person-centred approach might have in reducing the problems in schools and in enhancing their future design.Ergonomists have not, on the whole, concerned themselves with the design of school environments, despite the notable success of employing ergonomics to the study of other work environments. Instead, where they have chosen to consider teaching-and learningrelated issues, these have most commonly addressed issues such as the design of furniture, backpacks and the use of computers. Indeed, several of the papers presented at the conference addressed these and similar issues. However, such studies tend to focus on designing for children, rather than designing with, and by, children, which are more in keeping with the themes of this publication. Four papers have been selected for this publication. They represent different facets of pupil involvement in the design of schools in the UK.Pupil-centred design is, in itself, beginning to achieve some recognition within the ergonomics community. Two generic models have been presented (Benedyk et al. 2006, in press;Smith 2007), both of which put the learner at the heart of the process, and seek to understand the factors which might contribute to the success of learning interactions. Such models point to the need for designers to take into account a wider set of factors when designing learning environments and teaching material rather than just the immediate focus of interaction. Such an approach was undertaken in the design of polysensory classrooms for children with an autistic spectrum disorder (see Woodcock and Georgiou 2007; Woodcock et al. in press), where the design of a low sensory room took into account not just the immediate needs of the child (in terms of interaction with the screen) but also how the room would function within the wider school context, the training that teachers would require to use it, how the activities in the room would integrate with other lessons, etc.Although these models point to the need to understand children as pupils, they do not consider whether pupils should be engaged in the design of school environments, the level or manner of such an engagement or how the results of pupil participation might feed into the design processes. The papers presented in this edition start to address these issues with regard to the new schools programme in the UK.Such questions are timely. The UK has embarked on an ambitious plan to redesign and refurbish its primary and secondary schools. Governmental reviews have criticised some existing schools as being unfit for purpose, with some of the building stock dating back to Victorian times, there is a clear need for building renewal. Some existing schools do not support new technology, new teaching methods, the enlarged curriculum or the needs of pupils with different backgrounds, interests and abilities. Given the £21.9 billion

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“…He "identified 5 components for educational ergonomics: 1) learning ergonomics, 2) instructional ergonomics, 3) ergonomics of educational facilities, 4) ergonomics of educational equipment, and 5) the ergonomics of educational environment" (Kao, 1976, 667). Later, Smith (2007) focused on educational ergonomics by addressing its context specific aspects and claimed that student learning performance is dependent at a substantial degree on the specific design factors in the learning environment. While arguing that ergonomists did not pay much attention to educational ergonomics, Woodcock (2007) addressed the fundamental issues of ergonomics in teaching, learning, curriculum, school and classroom design.…”

Section: Introductionmentioning

confidence: 99%

Ergonomics And Universal Design In Interior Architecture Education

Olguntürk¹,

Demirkan²

2009

jfa

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The focus of this article is on the application of Human Factors and Ergonomics (HFE) principles on design process. Designers begin acquiring HFE principles and data during their university education. Universal Design (UD) approaches HFE as incorporating the whole of the population rather than a certain percent. This study explores the effectiveness of a specially designed course on UD in an interior architecture undergraduate program. After completion of the course, students were asked to evaluate their learning process. It was observed that learning UD principles is a process and requires some time, rather than being book information. The majority found the course helpful in increasing their awareness of UD issues. They also found the course helpful for improving their design work. The research suggests UD to be integrated into the interior design curriculum both as a separate course on its own and within the context of the design studios.

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The ergonomics of learning: educational design and learning performance

Cited by 94 publications

References 15 publications

Macroergonomics in Education: On Your Mark, Set, GO!

Macroergonomics in Education: On Your Mark, Set, GO!

Editorial

Ergonomics And Universal Design In Interior Architecture Education

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