The Hexagon-Spindle Model for educational ergonomics.
Ergonomics has traditionally considered work done, in a workplace. More recently, this scope has broadened, and the concept of 'work' may now be applied to the satisfactory completion of any task. Thus, learning, being the transformation and extension of the learner's knowledge or skills, can be viewed as work, with its workplace being the educational environment in which learning tasks take place. In accomplishing the learning, the learner interacts with the teachers, other students, equipment, materials, study plans and the educational organisation; the effectiveness of these learning interactions is influenced by many factors both inside and external to the organisation. To optimize such a multi-factorial process requires the application of an ergonomic approach. This paper proposes an adaptation of the concentric rings model of ergonomics, informed by Kao's earlier model, to produce a new model for educational ergonomics, known as the Hexagon-Spindle Model. In comparison to other published models of educational ergonomics, it is holistic, multi-dimensional, task-related and transferable across a range of educational settings. It extends to characterise a time base for serial and simultaneous tasks, and space shared by multiple learners, and highlights areas where learner/system conflicts may arise. The paper illustrates analysis tools for the application of the model in evaluation and design.
University College London Interaction Centre, London, UK. r.benedyk@ucl.ac.uk
Rachel
R
Benedyk
Andrée
A
Woodcock
Andrew
A
Harder
D006804:Ergonomics; D006801:Humans; D008962:Models, Theoretical; D012574:Schools