INTEGRATING HUMAN FACTORS AND ERGONOMICS PRACTICES INTO DESIGN STUDIO COURSES THROUGH ACTION RESEARCH

Yıl 2022, Cilt: 5 Sayı: 3, 129 - 143, 15.12.2022

Yener Altıparmakoğulları

https://doi.org/10.33439/ergonomi.1141657

https://izlik.org/JA55UJ99MU

Öz

Industrial design is a discipline in which numerous information contents are synthesized. The success of the design outputs depends on the correct planning and management of the process in which a large amount of information that is the subject of the design is processed. While human factors and ergonomics provide theoretical information that can be input to the design, it possess also applied contents. Theoretical information would be sufficient in some design studies, whereas the applied studies within the framework of human factors and ergonomics are performed in some other studies. Being able to correctly give the relevant formation to the designers depends on the fact that the theoretical and practical content of design education is in a structure where they are synthesized in a certain harmony. In addition, although intuitive design behaviors can generate subjective results, it should be aimed that the objective evaluation processes can achieve tangible results that can be held accountable and that the foresight skills of the designer candidates should be developed in this direction. In the light of this information, experimental studies have been carried out within the action research framework towards the use of objective information sources in the design process. As a result of the studies, while the tangible design outputs that can be evaluated from an objective point of view were reached, it was also determined that the applied methods made contributions in the learning motivation.

Anahtar Kelimeler

Human Factors and Ergonomics , Industrial Design Education , Design Process , Design Studio , Electromyography

Proje Numarası

2019/13

İNSAN FAKTÖRLERİ VE ERGONOMİ PRATİKLERİNİN EYLEM ARAŞTIRMASI YOLUYLA TASARIM STÜDYO DERSİNE ENTEGRE EDİLMESİ

https://izlik.org/JA55UJ99MU

Öz

Endüstriyel tasarım çok sayıda bilgi içeriğinin sentezlenerek tasarımcıların tasarım karakteri vasıtasıyla somut çıktılar sağlandığı bir disiplindir. Tasarım çıktılarının başarısı tasarıma konu olan çok sayıda bilginin işlendiği sürecin doğru planlanmasına ve yönetilmesine bağlıdır. İnsan faktörleri ve ergonomi tasarıma girdi olabilecek teorik bilgileri sağlarken aynı zamanda uygulamalı içeriklere de sahiptir. Kimi tasarım çalışmalarında teorik bilgiler yeterli olurken kimi çalışmalarda insan faktörleri ve ergonomi alanı çerçevesinde uygulamalı çalışmalar gerçekleştirilmektedir. Tasarımcılara ilgili formasyonun doğru bir şekilde verilebilmesi tasarım eğitiminin teorik ve uygulama içeriklerinin belirli bir uyum içerisinde sentezlendiği bir yapıda olmasına bağlıdır. Ayrıca sezgisel tasarım davranışlarının sübjektif sonuçlar doğurabilmesine karşılık objektif değerlendirme süreçleri ile hesap verilebilir somut çıktılara ulaşabilmesi ve tasarımcı adaylarının bu doğrultuda öngörü becerilerinin geliştirilmesi hedeflenmelidir. Bu bilgiler ışığında iki eğitim projesi üzerinden objektif bilgi kaynaklarının tasarım sürecinde kullanımına yönelik eylem araştırması çerçevesinde deneysel çalışmalar yapılmıştır. Çalışmalar sonucunda objektif açıdan değerlendirilebilir somut tasarım çıktılarına ulaşılırken, uygulanan yöntemlerin öğrenme motivasyonu bağlamında katkılar sağladığı tespit edilmiştir.

Anahtar Kelimeler

İnsan Faktörleri ve Ergonomi , Endüstriyel Tasarım Eğitimi , Tasarım Süreci , Tasarım Stüdyosu , Elektromiyografi

Destekleyen Kurum

Mimar Sinan Güzel Sanatlar Üniversitesi Bilimsel Araştırmalar Birimi

Proje Numarası

2019/13

Kaynakça

• Anders Berglund & Larry Leifer (2013) Why we Prototype! An International Comparison of the Linkage between Embedded Knowledge and Objective Learning, Engineering Education, 8:1, 2-15, DOI: 10.11120/ened.2013.00004
• Berger L.L., Regueme S.C., Forestier N. (2010). Unilateral lower limb muscle fatigue induces bilateral effects on undisturbed stance and muscle EMG activities. J Electromyography Kinesiology, 20 (5), 947-952.
• Bindal, Nidhi. (2022) "Experiential Learning in Design Education: Teaching Construction and Technology through Active Experimentation in Interior and Architectural Design." The International Journal of Design Education 16 (2): 91-102. doi:10.18848/2325-128X/CGP/v16i02/91-102.
• Bolis, I., Sznelwar, L. I. (2016). A case study of the implementation of an ergonomics improvement committee in a Brazilian hospital - Challenges and benefits, Applied Ergonomics, Volume 53, Part A,2016, Pages 181-189, https://doi.org/10.1016/j.apergo.2015.09.012.
• Bull, K., (2015) Transformative Practice as a Learning Approach for Industrial Designers in Design Pedagogy-Developments in Art and Design Education, Ed Tovey, M., Gower (Farnham, UK). 

• Cervone H. F. (2009). Applied digital library project management: Using Pugh Matrix Analysis in complex decision-making situations. OCLC Systems & Services: International Digital Library Perspectives, 2009; 25: 228-232,
• Chen, W. (2016). Exploring the learning problems and resource usage of undergraduate industrial design students in design studio courses. International Journal of Technology and Design Education, 26(3), 461-487.
• Cifter AS, Eroglu I, Ozcan K. (2013). A study of ergonomics education in industrial design programs in Turkey. International Journal of Mechanical Engineering Education. 2013;41(4):306-314. doi:10.7227/IJMEE.41.4.5
• Clark, J. S., Porath, S., Thiele, J., Jobe, M. (2020). Action research. NPP eBooks. 34. https://newprairiepress.org/ebooks/34
• Davies, P., Bingham, G. (2013). The importance of common sense: ergonomics in design education. International conference on engineering and product design education, 5 & 6 September 2013, Dublin Institute of Technology, Dublin, Ireland
• Demirbas, O. O., & Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and gender in design education. Learning and Instruction, 17(3), 345-359. doi:10.1016/j.learninstruc.2007.02.007.
• Dorst, K. (2016). Design practise and design research: finally together?. Design Research Society 50th Anniversary Cenference (DRS) Future-Focused Thinking, 27-30 June 2016, Brighton, UK
• Farina D, Merletti R, Enoka RM. (2004). The extraction of neural strategies from the surface EMG. J App Physiol (1985) 96(4):1486-95. doi: 10.1152/japplphysiol.01070.2003.
• Gazzoni, M., Afsharipour, B., Merletti, R. (2016). Surface Emg in ergonomics and occupational medicine, surface electromyography; physiology, engineering and applications. Ed. Roberto Merlettin & Dario Farina, IEEE Press, USA
• Kaya, Ö., Romanescu, L. S. C. (2020). Ergonomics in design education: The case of Romania and Turkey. Ergonomics, 3(2), 74 - 81, 2020, Doi: 10.33439/ ergonomi.738469
• Karwowski, W. (2012). The discipline of human factors and ergonomics - handbook of human factors and ergonomics. Fourth edition, Edited by Gavriel Salvendy, John Wiley & Sons, New Jersey.
• Kondrad P. (2005). ABC of EMG - A practical introduction to kinesiological electromyography. Noraxon, U.S.A.
• Lawson, B. (2006). How designers think: The design process demystified (4th ed.). Oxford: Elsevier/ Architectural
• Liem, A., & Sigurjonsson, J. B. (2011). Adapting industrial design education to future challenges of higher education. In DS 68-8: Proceedings of the 18th International Conference on Engineering Design (ICED 11), Impacting Society through Engineering Design, Vol. 8: Design Education, Lyngby/Copenhagen, Denmark, 15.-19.08. 2011.
• Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, Volume 6, Issue 1, 2020, Pages 13-49, https://doi.org/10.1016/j.sheji.2019.12.002.
• Norman, D. (2010). Why design education must change. core77, 26.
• Pugh, S. (1991). Total design: Integrated methods for successful product engineering, Reading, Addison-Wesley, 1991.
• Shulman, L.S. (2005). Signature Pedagogies in the Professions, Daedalus , Summer, 2005, Vol. 134, No. 3, On Professions & Professionals, The MIT Press, pp. 52-59
• Stanton, N., Hedge, A., Brookhuis, K., Salas, E., Hendrick, H. (2005a). Handbook of human factors and ergonomics methods. Crc Press, USA
• Stanton, N. A., Salmon, P.M., Walker, G. H., Baber, C., Jenkins, D. P., (2005b) Human factors methods-A practical guide for engineering and design. Ashgate, England,
• Voûte, E., Stappers, P. J., Giaccardi, E., Mooij, S., Boeijen., A. V. (2020). Innovating a large design education program at a University of Technology, She Ji: The Journal of Design, Economics, and Innovation, Volume 6, Issue 1, 2020, Pages 50-66, https://doi.org/10.1016/j.sheji.2019.12.001.
• Voort,G. V. D., Wood, L. (2016) An action-learning model to assist Circuit Teams to support School Management Teams toward whole-school development. South African Journal of Educations, Volume 36, Number 4, doi: 10.15700/saje.v36n4a1327
• Wong, Y.L., Siu, K.W.M. (2012) A model of creative design process for fostering creativity of students in design education. Int J Technol Des Educ 22, 437-450 (https://doi.org/10.1007/s10798-011-9162-8
• Yenilmez, F. & Bağlı, H. H. (2020). Changing paradigms, subjects, and approaches in industrial design studio education in Turkey. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 8(2), 754-775. doi: 10.14689/issn.2148-624.1.8c.2s.15m