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Issue title: Special Section: Ergonomics in Design
Guest editors: Francesca Tosi
Article type: Research Article
Authors: Safin, Stéphanea; * | Pintus, Pinkyb | Elsen, Catherinec
Affiliations: [a] i3-SES, CNRS, Télécom Paris, Institut Polytechnique de Paris, France | [b] Ecole Supérieure des Arts (ESA) Saint-Luc, Liège, Belgium | [c] LUCID, Faculty of Applied Sciences, University of Liège, Belgium
Correspondence: [*] Address for correspondence: Stéphane Safin, 19 place Marguerite Perey, 91123 Palaiseau Cedex, France. Tel. : 01 75 31 98 71. E-mail: stephane.safin@telecom-paris.fr.
Abstract: BACKGROUND:Articulating design and ergonomics skills through education is a major challenge for both fields. Indeed, professional ergonomists are increasingly deeply involved in design processes, and ergonomics education should train them in design skills. As courses in ergonomics education are often time-constrained, it is difficult to mobilize students in real-scale projects and to involve them in design processes. Conversely, activity analysis and active involvement of users in design projects (through co-creation or co-design processes) are rarely convened in architecture and design curricula. OBJECTIVE:It is therefore necessary to develop effective and relevant pedagogical settings, enabling students of both fields to develop their abilities and equip them to act in concrete design situations. METHODS:In this paper, we describe a large-scale pedagogical setting involving groups of students from different disciplines gathered around a real-scale design project (re-shaping the waiting room of a mental health center). The ergonomics students’ main task is to analyze the needs and real activities of end-users; the interior design students’ task is to produce the design project. This communication more precisely focuses on describing the ergonomics students’ fieldwork and the practical and pedagogical innovations put in place to help them face the various challenges encountered during the project. RESULTS:Based on formal feedback from students, teachers and stakeholders, we address three main challenges: (1) dealing with the temporal constraints of the intervention, (2) documenting and observing a sensitive situation and (3) involving end-users to place them at the core of the design process. For each challenge, we describe the issue at stake, the work conducted to deal with this issue, and eventually the feedback collected from students, teachers and stakeholders. CONCLUSION:The paper concludes with an analysis of success and failure factors for such pedagogical settings, in particular for physical enquiry devices, co-creation processes, and co-constructed pedagogical settings. It shows the impact of these settings for students, but highlight that collaboration between ergonomists and designers is a key issue for learning in a positive experience.
Keywords: Creativity, design education, co-creation workshop, physical enquiry, co-constructed pedagogical setting
DOI: 10.3233/WOR-203237
Journal: Work, vol. 66, no. 4, pp. 917-931, 2020
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