Ergo-Studio—A Case-Study on Teaching and Learning Ergonomics in a Studio Mode

Abstract

AbstractThis case-study describes how a lecture-based Workspace Ergonomics course was transformed into a learner-centered Ergo-Studio that engaged with theory through the praxis of prototyping. The goal was to create a learning ‘space’ that invited students to actively participate in meaning making while providing a flexible structure for guided discovery. The paper introduces the context, describes strategies adopted for the transformation, and concludes with learnings from the experience. The following strategies were adopted to catalyze the active learning experience. First, real-world contexts that engaged with concepts relevant to the course were identified. Second, course timelines and student deliverables were prepared in advance. Third, a flipped-classroom model for content delivery was used. Fourth, there was a bias towards learning by prototyping. Fifth, students actively shaped their learning experience through research, design, prototyping and testing. Sixth, students self-organized into teams, delegated roles and responsibilities, and engaged in peer-learning. Seventh, digital storytelling as a medium of communication was adopted. And finally, the instructor’s role was that of a facilitator and coach rather than a ‘sage-on-the-stage’. Creating a successful learner-centered experience requires a fine balance of structure while providing the freedom to navigate ambiguities in the learning process. Students were enthusiastic of the Ergo-Studio since it built on their design training, challenged them to apply knowledge in a real-world context, and offered a sense of ownership. If used effectively, experiential learning can empower students and instructors to engage with the course intellectually, creatively, physically, socially, and emotionally to enhance the teaching and learning experience.KeywordsExperiential learningWorkspace ergonomicsLearner-centered courseProject-based learningPeer-learningFlipped classroom