Planning+and+background

Ergonomic Principles for Computer Workstations **Planning and background thinking** **Susan Pretorius **
 * Introduction: **This paper was, as previous papers, a valuable learning experience and will benefit my teaching at The Correspondence School. I am in the process of developing a whole new Computing and Information Management programme at the school and my subject lends itself to the development of online material.

Both the Webquest and the webbased project (wiki) were developed around a Unit Standard, with the main goal to assist the students with their preparation and to gain credits which can contribute towards their NCEA Level 2 qualification and the National Certificate in Computing Level 2. At this stage we are not offering this Unit Standard at TCS, but it will be included in the new programme.

These projects are connected to the **Technology curriculum** area, Level 6, more specifically ICT (Computing), with the topic 'Demonstrate an understanding of ergonomic principles for computer workstations'. (Unit Standard 6743, version 6) []

My planning is underpinned by a connectivism approach to learning where the 'know-how' and 'know-what' is supplemented with 'know-where' (the understanding of where to find the knowledge when it is needed) (Siemens, 2009) and I agree with Dr Mohammed Ally who supports connectivism as a more appropriate learning theory for online learning than older theories such as behaviorism, cognotivism and constructivism. The learning community is always part of a larger network, knowledge is distributed across an information network and can be stored in a variety of digital forms. (Kop & Hill, 2008)

The webquest and the wiki are both in support of US 6743, version 6 - Demonstrate an understanding of ergonomic principles for Computer Workstations, aimed at NCEA Level 2 Computing students. These are Year 12 secondary school students.
 * Rationale:**

This is tradionally a very 'boring' topic to teach and I hope it will be more interesting and 'fun' for the students by using a webquest and wiki. In online teaching it is very important to keep students motivated and engaged.

When students work together in a group, it is often difficult for them to put all resources and opinions in one central place for all stakeholders to access and use. By using a wiki the group can add their findings and answers to questions in the webquest to the site where the designer can access it andcopy and past the required information. This way it is a 'total' group project where every student can take ownership of the final project.

> Planning for practice - students will critically analyse their own and other's past and current planning practices in order to make informed selection and effective use of planning tools. Use these to support and justify ongoing planning that will see the development of an outcome through to completion. > Outcome development and evaluation - students will critically analyse their own and other's outcomes to inform the development of ideas for feasible outcomes. Use the information gained to select, justify and develop a final outcome. > Technological modelling - students will understand the role and nature of evidence and reasoning when managing risk through technological modelling. > Characteristics of technology - students will understand the interdisciplinary nature of technology and the implications of this for maximising possibilities through collaboarative practice. > **Key competencies: ** > Thinking; use of language, symbols and texts; managing self; relating to others; participating and contributing.
 * Curriculum objectives:**
 * **Technological Practice:**
 * **Technological Knowledge:**
 * **Nature of Technology:**

**Software and technology that were used: Webquest:** > PowerPoint/PhotoStory > Publisher/InDesign/Photoshop 
 * Internet
 * SurveyMonkey
 * Webquest:https://teachcomputing.wikispaces.com/Webquest and []
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Selection of application software:
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Scanner
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Printer
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Digital camera
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Projector for the presentations
 * Wiki:**
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Wiki (https://teachcomputing.wikispaces.com/Web+based+project)
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Internet

<span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">** __Webquest:__ **

[]

Demonstrate an understanding of ergonomic principles for computer workstations.
 * Topic:**

Students are given an actual situation, which they can relate to as computer suites at schools generally are not designed with ergonomic principles in mind.
 * Planning and background thinking:**

By assigning roles (or students taking on relevant roles) every student in the group will be responsible for the success of the presentation. (The webquest is written in such a way that all students can successfully participate in the process to create a suitable and relevant presentation. Students can take on roles which suits them and their skills best, but whatever the role they will still have to learn new skills. Learning can occur in different ways. Individual needs and abilities has been taken into account when I designed the webquest.)

The purpose of the webquest is to provide an opportunity for students to: <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;"> After completion of the webquest students will be able to: <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;"> Students were to complete the webquest task within a week during normal timetabled classes (5 x 1 hour periods). All members of the group had to contribute one way or another. Their normal Computing teacher supervised and facilitated the webquest. They were in the computer lab with 27 computers, a scanner and a printer and had the use of the departmental cameras.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Be actively involved in research using the Internet.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Acquire important computing skills.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Plan and design a presentation suitable for the intended audience (adults, BOT, principal.)
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Increase their knowledge, experience and technological skills.
 * Learning outcomes:**
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Use the Internet for research.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Design a presentation using suitable software.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Identify what information will be important to be included in the presentation.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Create a presentation suitable for computer workstations.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Operate a computer workstation according to ergonomic priciples.
 * Access during webquest:**

<span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">
 * __ Webbased project: Wiki: __

Planning and background thinking:** The webquest and the wiki are interlinked. Students can access the wiki as part of their research for the presentation; they are also encouraged to upload their findings for easy access for the whole group and especially the design of the presentation.

Because of the situation during the trial and the timeframe, the webquest and wiki were not trialled together, only the webquest. (Discussed in the results of the trial).

I have started the wiki with a 'brainstorm' about ergonomics to encourage thinking. I have also added the definition and basic ergonomical factors, for example posture and furniture to get the students started. There are active links which can be used to access more information. These links are different than the links in the webquest.


 * Learning outcomes:** After participating in webbased project (wiki), students will be able to:
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Describe ergonomic principles for computer workstations.
 * <span style="display: block; font-size: 110%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">Operate a computer workstation according to ergonomic principles.

<span style="display: block; font-size: 108%; color: rgb(26, 28, 61); font-family: Verdana,Geneva,sans-serif; text-align: left;">**Bibliography:**

Bluwiki. (2009). Computing. Retrieved June 10, 2009 from the World Wide Web: []

Danino, N. (2009). UCLan Computing. Retrieved May 27, 2009 from the World Wide Web: []

Dodge, B. (2007). WebQuest.Org. Retrieved May 27, 2009 from the World Wide Web: []

Goreff, A. (2005). WebQuest: Digital Camera Selection. Retrieved May 27, 2009 from the World Wide Web: []

Kop, R. & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? Retrieved June 12, 2009 from the World Wide Web: <span style="font-family: Verdana,Geneva,sans-serif; font-size: 110%; color: rgb(26, 28, 61);"><span style="font-family: Verdana,Geneva,sans-serif;">[]

Lucier, R. & Taylor, M. (2006). Zero Tolerance. Retrieved May 28, 2009 from the World Wide Web: []

University of Southampton. (2009). Using Wikis Within Blackboard. Retrieved June 10, 2009 from the World Wide Web: []

Wiemer, K. (2002). Intellectual Property. Retrieved May 20, 2009 from the World Wide Web: [|http://zonorus.marlboro.edu/~kwiemer/dem1/webquest/index.htm]

Wikipedia. (2009). Connectivism (learning theory). Retrieved June 11, 2009 from the World Wide Web: <span style="font-size: 11pt; font-family: Verdana,Geneva,sans-serif;">[|http://en.wikipedia.org/wiki/Connectivism_(learning_theory)]

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