Ergonomics+and+room+layout+specialist


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Ergonomics & Room Layout: Article: Assessment: The Key to Creating Spaces That Promote Learning © 2009 Sawyer Hunley and Molly Schaller. //EDUCAUSE Review,// vol. 44, no. 2 (March/April 2009): 26-35. Sawyer Hunley, and Molly Schaller. [] []
 * If faculty are "tucked away" from students or from one another, they run the risk of encouraging the practice of isolation, which limits the development of student and faculty relationships and thus their impact on one another.
 * Most students are engaged in settings that encourage interpersonal interactions and that are supported by technology.
 * If seated in rows students feel less encouraged to participate.
 * When faculty are relegated to "stand" in one place (e.g., to focus students on one screen), interaction, problem-solving activities, and innovative use of the learning space may be limited.
 * Although faculty and students often want flat surfaces where they can spread out their work and have extra room, they also report that these same flat surfaces may keep students from engaging fully in classroom activities, since they can provide a barrier to participation.
 * Physical barriers seem to limit students' readiness to take responsibility for their participation and active learning in the classroom.
 * Variety of open and closed spaces to provide opportunity for different learning modalities. []
 * Design that can be reconfigured quickly
 * the space should be 'de-centered' with no 'front' of the room - this is to encourage a focus on learning, not experts.


 * Library Media Centers need: []**
 * space to separate activities that interfere with each other,
 * many electrical outlets and circuits (walls, floor, and ceiling),
 * open design, few walls, relocatable walls,
 * multiple telephone lines (some long distance) for voice, data, and intercom,
 * appropriate cable connections to nearly everywhere for video and data transmission,
 * conference rooms, with access to video and data transmission,
 * acoustical treatment on walls, ceilings, and floors,
 * ability to install cubicle partitions, some with electrical wiring extensions,
 * video production areas,
 * adjustable lighting in nearly every area,
 * greater than traditional space for staff work area

Source: Hunley & Schaller Key Notes: Settings good that provide interpersonal interactions When in rows students participate less Faculty that are in private space encourage student isolation Flat surfaces may keep students from engaging fully in classroom activities What we Learned: Open space will promote active learning Rigid seating arrangements will decrease participation Design space that is flexible and encourages interaction of faculty and students

Source: //Annalise Gehling// [] //Key Notes: Creating independent learners What we Learned: Vary open and closed spaces for various learning modalities

Source: JISC infoNet// [] Key Notes: Ability to quickly reconfigure room No front of the room What we learned: De-centered spaces encourage focus on learning not experts

Source: NCTE Advice Sheet – Ergonomics, Health and Safety [|http://www.ncte.ie/documents/ advicesheets/29Ergonomics( June07).pdf][|http://strengthofweakties.org/ ?p=296] Key Notes: Positioning People and Equipment Arranging a Safe Learning Environment Take Regular Breaks What we learned: Foot Rests & Wrist Rests help position your body Furniture at appropriate height, distance, and angle for users Position printers & copiers away from work stations to reduce distractions Adjust computer screens so top is at eye level for user Position monitors at right angles to windows, otherwise use blinds