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Syllabus for

Academic year
MPP035 - Cognitive ergonomics
 
Owner: TDESA
5,0 Credits (ECTS 7,5)
Grading: TH - Five, Four, Three, Not passed
Level: C
Department: 44 - PRODUCT AND PRODUCTION DEVELOPMENT


Teaching language: Swedish

Course module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 No Sp
0102 Examination 5,0 c Grading: TH   5,0 c   Contact examiner,  Contact examiner

In programs

TDESA INDUSTRIAL DESIGN ENGINEERING - Human factors engineering, Year 4 (compulsory)

Examiner:

Univ lektor  Irma Alm



Eligibility:

For single subject courses within Chalmers programmes the same eligibility requirements apply, as to the programme(s) that the course is part of.

Course specific prerequisites

MMT010

Aim

The aim of the course is that the students will understand knowledge of users condition in interaction with different artefacts and develop their own creativity in problem solving and decision making.
The goals are that students after the course shall:
- understand differences in human cognitive abilities
- be able to pragmatically apply some creativity strategies in artefact development and problem solving
- understand the importance of the context in the use of different artefacts, and
- understand the users motivation and emotion in the interaction with different artefacts.

Goal

The goals are that students after the course shall:
- understand differences in human cognitive abilities
- be able to pragmatically apply some creativity strategies in artefact development and problem solving
- understand the importance of the context in the use of different artefacts, and
- understand the users motivation and emotion in the interaction with different artefacts.

Content

Cognitive ergonomics is a knowledge domain of how human cognitive abilities (to activate and inform oneself, to feel, to localize, to move, to identify, to calculate, to talk, to come to an insight and to control different phenomena) come to expression and use in the interaction with different artefacts of various complexity. These capabilities are closely connected to the more traditional concepts of perception, memory, emotion, consciousness, and decision making.

Since there are large differences between people as it comes to the above described abilities, we are seldom on the plus side when we describe the cognitive abilities of users in general terms. The description of one generalized user results many times in artefacts that cannot support all users in task performance or in handling the artefacts. Thus, the central issue for cognitive ergonomics is captured in the question: Is it possible to design artefacts which can take advantage of the cognitive differences between users?

To study this issue, we should know how the differences in cognitive abilities come to expression in the interaction with the artefacts. This knowledge may help us to find the common denominator in cognitive functioning by majority of all users and hopefully design artefacts that are easy to use and which can support users in task performance. To design this kind of artefacts presupposes that designers have to sometimes set themselves free from the conventions of design. In this context, the human creativity plays an important role. Another aspect in the design of artefacts is the designer s awareness of the context in which an artefact will be used, and finally the designer should also know what role the user s motivation plays in interaction with the artefacts. All these aspects of the design of artefacts will be dealt with at this course.

This course is directed to students whose aspiration is to deepen knowledge of human cognition and creativity in an active way and acquire knowledge of the role human beings are playing in product development and product use. The ideas from problem based learning are used in this course with some modifications. This pedagogy presupposes that students will acquire knowledge in cognitive ergonomics as far as possible by themselves. The role of the lecturer is preferably supervising and consulting.

Organisation

The course will put high demands on the students and the lecturers engagement and shared initiative in the development of knowledge. Lectures will be performed in the form of seminars, training, and rapport of group works. Occasional lectures and firm visit may occur.

The seminars will highlight following domains:
· Cognitive variation between individuals
· Creativity
· Creative strategies for the development of artefacts and problem solving
· Aspects of emotion and motivation in artefact s use
· Significance of context in the development and use of artefacts

Training is aimed at:
· Pragmatic application of knowledge acquired in self studies and seminars
· Reflection, discussion, and critical evaluation of knowledge

Rapport of group works will focus:
· Results from training, both in a written and oral form

Literature

Finke R., Ward, T., and Smith, S. (1992). Creative cognition: Theory, Research and Applications. A Bradford Book, MIT Press, Massachusetts.
Norman, Donald (1993). Things that make us smart. Perseus Books.
Ornstein, Robert (1986). Multimind: ett nytt sätt att se på mänskligt beteende. Bonniers, Stockholm
Plsek, P. E. (1997). Creativity, innovation and quality. ASQ Quality Press, Wisconsin
Articles

Examination

Marks are given at the scale of 3, 4, and 5 points. For 4 points is required an active presence (at least 95 % of the course time) at seminars, and approved group works and training. For 3 points is required at least 75 % of an active presence at seminars, and approved group works and training. For those students who wish 5 points, a written exam will be offered.


Page manager Published: Thu 03 Nov 2022.