It's a Zoo Out there: Teaching Human Factors in a Real—World Context

2002 ◽  
Vol 10 (3) ◽  
pp. 6-10 ◽  
Author(s):  
Edmundo A. Sierra ◽  
Marcie Benne ◽  
Arthur D. Fisk
Keyword(s):  
Learning Environment ◽  
Human Factors ◽  
Real World

Students in this unique learning environment help to make the job of reptile-keepers — and maybe someday other workers — a lot more risk-free.

PEMBINAAN PENGELOLAAN KEUANGAN KELUARGA DAN PENINGKATAN KEMAMPUAN BAHASA INGGRIS PADA IBU RUMAH TANGGA DI PERUMAHAN GRIYA TAHAP 1 BATU AJI

2020 ◽  
Vol 2 (1) ◽  
pp. 45-54
Author(s):  
Hikmah ◽  
Ance Jusmaya
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Real World ◽  
Financial Management ◽  
Learning Activities ◽  
Teaching English ◽  
Financial Survival ◽  
Stage 1 ◽  
Everyday Learning ◽  
At Home

Being a housewife is a multi-tasking  tasks and it is not an easy thing. In this case, a housewife has many roles such as should be a mother , a counselor for her daughter  as well as taking care of everything. Besides, the mother is also a teacher. As we know that,  the  first  teacher of a child is a mother. Then,  the mother is also a financial manager and general administration  at home. Many problems have been encountered, so a housewife  tasks are  very hard, in this case they have to  harmonize and regulate the amount of income and increase in some basic needs and daily needs. Except the problems that regarding  with financial management, the problem  face also relates with the lack of knowledge of housewives in English.  As a housewife needs an ability of English skill  to help their children  in studying later on.  Those phenomenon  happens in  families who live in Griya Batu Aji stage 1.The solution offered housewife  that a family financial management is very important for financial survival of a family. As a financial manager at home, a housewife must be able to manage expenditure and income posts. Besides, for teaching English,  parents should implement a fun learning environment and learning strategies that can motivate children to learn English. A learning environment that suits the real-world context is needed so that parents can apply it to everyday learning activities with children.

Human Factors in Architecture: A View from the Field

1982 ◽  
Vol 26 (2) ◽  
pp. 203-203
Author(s):  
James A. Wise
Keyword(s):  
Built Environment ◽  
Human Factors ◽  
Case Studies ◽  
Real World ◽  
Architectural Design ◽  
Recent Case ◽  
Panel Session ◽  
Real World Problems

This is a panel session focused on the applications of Human Factors to real world problems in architectural design. Five representatives from various design & research professions will present recent case studies of theirs, and examine the contribution that Human Factors made to these projects. The diversity of their examples shows the usefulness and importance on integrating concerns for the human user into plans for the built environment.

scholarly journals ’I learned a lot about my classmates …’. Exploring focus group discussions as learning environment to raise controversial issues in geography and economic education

2021 ◽  
Vol 12 (4) ◽  
pp. 16-30
Author(s):  
Christiane Hintermann ◽  
◽  
Heidrun Edlinger ◽  
Matthias Fasching ◽  
Thomas Jekel ◽  
...  
Keyword(s):  
Focus Group ◽  
Learning Environment ◽  
Focus Groups ◽  
Learning Environments ◽  
Real World ◽  
Economic Education ◽  
Controversial Issues ◽  
Active Citizenship ◽  
Focus Group Discussions ◽  
Group Discussions

Teachers of geography and economics address numerous topics in the classroom which are controversially discussed in society and/or affect pupils directly. How they deal with issues such as migration or identity depends not only on the respective curriculum but also on their disciplinary knowledge and pedagogic skills. This paper argues for the need to adapt learning environments depending on educational objectives, content, age and discusses focus groups as one possible way to work with students in secondary education on sensitive matters. Focus groups are seen as a tool to enable real-world complexity in the classroom, and to prepare students for participatory, active citizenship. The paper first discusses current theoretical thought regarding controversy in both society and the classroom. It then goes on to illustrate real-world classroom experiences of focus-group based learning on controversial issues and to discuss its benefits and challenges.

FIELD TRIPS: CONSTRUCTION CLASSROOMS WITHOUT ROOF

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Saeed Rokooei ◽  
Samira Rokooei
Keyword(s):  
Learning Environment ◽  
Real World ◽  
Construction Projects ◽  
Quantitative Research ◽  
Community Services ◽  
Learning By Doing ◽  
Field Trips ◽  
Project Based Learning ◽  
Construction Methods ◽  
Job Site

Higher education embraces outside-classroom activities such as internships, community services, and site visits. These activities bring real-world experiences into classrooms and blend them with educational content and provide a rich learning environment. Construction job site visits provide students with exposure to different types of construction projects and provide the opportunity of observing construction methods, materials, components, and crews. The Building Construction Science (BCS) program at Mississippi State University program provides students with an interactive project-based learning environment in which students utilize the additional amount of class time to experiment, collaborate, and learn. Eight studios are the core courses of the BCS program and cover the main construction subject areas. Due to the nature of studio work, students are more involved in a “learning by doing” paradigm. One of the main curriculum components of studios is out-of-state field trips, which take place at every level of the program for about one week per academic year. To evaluate the effectiveness, strengths, and challenges of field trips, a quantitative research method was used to explore students’ impressions and feedback. The results indicate field trips play a significant role in students’ learning and connect their theoretical knowledge with real-world practices. Potential benefits, optimal conditions, and challenges pertaining to the construction field trips are explored and discussed to help future job site visit planning.

Factors Affecting the Design and Development of a Personal Learning Environment

2012 ◽  
pp. 226-236
Author(s):  
Helene Fournier ◽  
Rita Kop
Keyword(s):  
Learning Environment ◽  
Human Factors ◽  
Learning Environments ◽  
Technology Use ◽  
Interface Design ◽  
Design And Development ◽  
Factors Affecting ◽  
Personal Learning ◽  
Personal Learning Environment ◽  
Personal Learning Environments

After speculation in literature about the nature of Personal Learning Environments, research in the design and development of PLEs is now in progress. This paper reports on the first phase of the authors’ research on PLE, the identification process of what potential users would consider important components, applications, and tools in a PLE. The methodology included surveying “super-users” on their use of existing tools, applications and systems and their preferences in learning, in order to enhance the development of a PLE and reach a specification that potential learners will find useful and empowering in their learning. The research resulted in suggestions on factors affecting technology use and uptake, human factors and attitudes, and interface design that need to be factored in the design and development of a PLE.

Building a Better Prelims

2016 ◽  
Vol 60 (1) ◽  
pp. 366-369
Author(s):  
Anne Collins McLaughlin
Keyword(s):  
North Carolina ◽  
Human Factors ◽  
Real World ◽  
Teaching Skills ◽  
State University ◽  
The Real ◽  
North Carolina State University ◽  
Research And Teaching ◽  
Pedagogical Goals

During the fall of 2015, the Human Factors and Applied Cognition Area at North Carolina State University entirely revised the preliminary exam for Ph.D. candidacy to match human factors pedagogical goals and the real-world needs of the students. Emphasis in the new preliminary exam is on transparency, objectivity, and productivity, particularly the re-use of materials. The new exam assesses depth and breadth of knowledge, requires demonstration of research and teaching skills, and is preparation for work in either academia or industry. The following paper details the process and products relating to the new “portfolio” preliminary exam.

Designing Synthetic Tasks for Human Factors Research: An Application to Uninhabited Air Vehicles

1998 ◽  
Vol 42 (1) ◽  
pp. 123-127 ◽  
Author(s):  
Elizabeth Martin ◽  
Don R. Lyon ◽  
Brian T. Schreiber
Keyword(s):  
Human Factors ◽  
Real World ◽  
Lessons Learned ◽  
Laboratory Research ◽  
Preliminary Design ◽  
Design Study ◽  
Air Vehicle ◽  
Human Factors Research ◽  
Laboratory Task ◽  
Air Vehicles

Research from different laboratories could be compared more easily if a common set of research tasks were used. Such tasks should be amenable to controlled laboratory research, yet the results should generalize to important real-world tasks. In this paper, we describe the design of synthetic tasks, which are research tasks constructed by systematic abstraction from a corresponding real-world task. We present as an example a laboratory task (the cloud-break task) derived from a particularly demanding part of the reconnaissance mission of the USAF Predator uninhabited air vehicle. We describe potential pitfalls in decoupling a synthetic task from its normal mission context, and discuss some lessons learned from a preliminary design study.

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