How do users design? The case of sugar cane harvester machines

Narimoto, Lidiane Regina; Camarotto, João Alberto

doi:10.3233/wor-172574

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…on the quality of life of many people. Designed artefacts, on the other hand, become meaningless unless endorsed by end-users (in power of taking ownership or rejecting these artefacts) [25,26]. If the intertwined relationship between designers and users itself constitutes a crucial part of the design process, involving users in the design process becomes even more crucial to the project success [10,27], especially in this specific context.…”

Section: Issuesmentioning

confidence: 99%

“…Involving not only staff members in the cocreation, but also ergonomists and interior designers, supported fruitful debate based on complementary viewpoints; which is crucial to allow for the design process to evolve [26,36]. Users brought their feelings, opinions, and embodied knowledge of the situation and activities to the table; ergonomists provided more formal knowledge about the activities occurring in the space, as well as their personal opinions; and designers contributed their sensitivity and technical knowledge as well as their previous reflections on the design project.…”

Section: Feedbackmentioning

confidence: 99%

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Ergonomics in design and design in ergonomics: Issues and experience in education

Safin

Pintus

Elsen

2020

WOR

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BACKGROUND: Articulating design and ergonomics skills through education is a major challenge for both fields. Indeed, professional ergonomists are increasingly deeply involved in design processes, and ergonomics education should train them in design skills. As courses in ergonomics education are often time-constrained, it is difficult to mobilize students in real-scale projects and to involve them in design processes. Conversely, activity analysis and active involvement of users in design projects (through co-creation or co-design processes) are rarely convened in architecture and design curricula. OBJECTIVE: It is therefore necessary to develop effective and relevant pedagogical settings, enabling students of both fields to develop their abilities and equip them to act in concrete design situations. METHODS: In this paper, we describe a large-scale pedagogical setting involving groups of students from different disciplines gathered around a real-scale design project (re-shaping the waiting room of a mental health center). The ergonomics students’ main task is to analyze the needs and real activities of end-users; the interior design students’ task is to produce the design project. This communication more precisely focuses on describing the ergonomics students’ fieldwork and the practical and pedagogical innovations put in place to help them face the various challenges encountered during the project. RESULTS: Based on formal feedback from students, teachers and stakeholders, we address three main challenges: (1) dealing with the temporal constraints of the intervention, (2) documenting and observing a sensitive situation and (3) involving end-users to place them at the core of the design process. For each challenge, we describe the issue at stake, the work conducted to deal with this issue, and eventually the feedback collected from students, teachers and stakeholders. CONCLUSION: The paper concludes with an analysis of success and failure factors for such pedagogical settings, in particular for physical enquiry devices, co-creation processes, and co-constructed pedagogical settings. It shows the impact of these settings for students, but highlight that collaboration between ergonomists and designers is a key issue for learning in a positive experience.

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Section: Issuesmentioning

confidence: 99%

Section: Feedbackmentioning

confidence: 99%

Ergonomics in design and design in ergonomics: Issues and experience in education

Safin

Pintus

Elsen

2020

WOR

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“…This means that there are greater demands on the Brazilian machines. In addition, harvesting 24 hours a day implies harvesting at night, which requires additional modifications for lighting, as discussed by Narimoto and Camarotto (2017). Wisner (1992) highlights that technology transfer is a difficult process and requires considerable transformation of the machine.…”

Section: Design Modificationsmentioning

confidence: 99%

Technology transfer and anthropotechnology: An analysis of the sugarcane harvesting in Australia and Brazil

Narimoto¹,

Camarotto²

2018

Afr. J. Agric. Res.

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The present paper conducts a comparative analysis of the operation of sugarcane harvesting machines in their original place of design (Australia) and in a recipient country of this technology (Brazil). The method comprised Ergonomic Work Analysis (EWA) and the assumptions of anthropotechnology proposed by Wisner. The results achieved depict the similarities and differences between the two countries regarding: (a) the work organization and harvesting practices, (b) the harvesting strategies of the teams, and (c) the design modifications performed in the harvesting machines. The differences of how the machines were operated in both countries were identified, such as sloping grounds and amount of working hours, which lead to structural modifications in Brazilian machines. Thus, the design-in-use to adapt a technology to local conditions is crucial when there is inadequate technology transfer. The anthropotechnological approach proved to be relevant to understand all the broader factors causing difficulties in a technology transfer process.

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Contributions of activity ergonomics to the design of an electronic health record to support collaborative mental care of children and youth: Preliminary results

Alonso¹,

Lima

Oggioni

et al. 2020

WOR

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How do users design? The case of sugar cane harvester machines

Abstract: It is argued that users design through the articulation of: a) the operators' activity, b) the mechanical technicians' inventory to practice bricolage as a way of designing and c) the work organisation and the existence of social spaces of interaction between these two subjects.

Cited by 5 publications

References 13 publications

Ergonomics in design and design in ergonomics: Issues and experience in education

Ergonomics in design and design in ergonomics: Issues and experience in education

Technology transfer and anthropotechnology: An analysis of the sugarcane harvesting in Australia and Brazil

Contributions of activity ergonomics to the design of an electronic health record to support collaborative mental care of children and youth: Preliminary results

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