WK 4 Blog Entry 4 - Response to a classmate

Donna Tracy said... (in response to Bianca's posting found below)

Bianca, What a great project. I remember reading some of those "badly written" chose-your-own-adventure books. I always found it frustrating when my decisions would result in the adventure ending suddenly.

I can think of a great number of instances and situations where your project could become quite useful and potentially valuable. I hope you continue to develop it!

The Original Posting:

Posted by Bianca at 11:20 PM 

I finally got it running properly! Hooray!

Introducing my Media Project:

Working With Angry Customers: A Customer Service Simulation

The project is a website containing a customer service simulator created in Udutu. It allows retail workers an opportunity to practice giving high quality customer service under the pressure of an angry customer.

My thesis is on the use of simulator software to rehearse skills that must be performed under high amounts of stress. The media project demonstrates just one aspect of the proposed software: branching dialogue.

Chances are you're most familiar with branching dialogue from "Choose Your Own Adventure" books. In a story you're presented with a series of options. Depending what option you choose the story from that part is different. This process continues until the story completes and can create a large number of potential story paths.

Somewhat poorly-written children's fiction isn't the only place this branching dialogue can be utilized. It can also be used to simulate realistic interactions as well. This can be seen treated in a sophisticated manner by recent video games like Heavy Rain, in which a considerable number of choices have severe ramifications on the game plot. It can also be seen in some training materials as well.

For the media project, a simple branching dialogue simulation was created using Udutu. In this simulation the user is a retail clerk attempting to assist an angry customer with a complaint. The interaction choices range from the best service possible to the worst and the simulated customer responds directly to the type of service they are given. The simulation ends only when the customer is satisfied with the situation or has become so angry that she asks to speak to the manager about the user’s poor customer service skills.

This simulation creates a safe practice area for the user to rehearse what responses best serve a customer without the potential to offend actual people. It also gives feedback based on the user’s performance so that they can improve in customer service skill weaknesses.

In the case of the media project, a simple branching dialogue simulation was created using Udutu. In this simulation the user is a retail clerk attempting to assist an angry customer with a complaint. The interaction choices range from the best service possible to the worst and the simulated customer responds directly to the type of service they are given. The simulation ends only when the customer is satisfied with the situation or has become so angry that she asks to speak to the manager about the user’s poor customer service skills.

This simulation creates a safe practice area for the user to rehearse what responses best serve a customer without the potential to offend actual people. It also gives feedback based on the user’s performance so that they can improve in customer service skill weaknesses.

WK 4 Blog Entry 3 - An end in sight

Wow, what a week.

All our work is finally coming together and the end is in sight. It has been a heady experience and one I will treasure. Tomorrow we start our final class and in May several of us will get to meet at graduation.

I must admit I am looking forward to that. Not quite sure what I will do with all my free time after though! Perhaps get my house back in shape, even watch a movie, and mostly, get to spend some time with my husband. I'm sure he's forgotten what I even look like without my laptop in front of me.

The next step for me is to put all this hard work to use. I have so many great ideas that stem from this program and I can't wait to explore some of them more fully and hopefully transformed them into some form of income. After all, none of us put in all this hard work just for fun - although there has been plenty of that too.

I look forward to this last class with anticipation and perhaps a little trepidation. It is the culmination of many late nights, a few tears, and the development of a great network of peers and friends. I know my classmates' support has a lot to do with my success in this program and I thank you all.

Let's not run out of steam now!

WK 4 Blog Entry 2 - Reading - Grace

Grace comes from owning the risks we take in a world by and large immune to our control.

The above quote from Zander's The Art of Possibility really hit home this week as events in my life converge into the most stressful and complex week I have had in a long time. Despite knowing I couldn't do anything more about it I entered the week still tense over the status of my thesis. Added to that we all had our media projects and other myriad assignments and tasks required for this program.

I knew all this; I had signed on for the program. Then I agreed to train new employees in my region - should have realized the training weeks (along with the additional travel and hours) would coincide with the busiest time for school. But taking everything in stride I found that the week has been an eye-opening experience and that I can handle much more than I think - as long as I don't think about it too much.

I found that in these matters my biggest stresser all week was myself. I need to remember rule #6!

Then, there are the other considerations: those things that happen to us that we want to blame on others instead of recognizing as risks we accepted and took on ourselves: risks such as driving cars and owning pets. If you own a car you accept the risk it will break down and cost money. If you own two, you take the risk that both will do the same. If you own pets, you take the risk that they will cause you trouble or get themselves hurt. There is no blame, there is no control - it just is what it is. Accepting that gracefully is part of accepting those risks.

Both cars breaking down at the same time is statistically unusual. It happens. But time and money fixes vehicles or replaces them. Simple. A pet getting hurt isn't unusual. But recovery (hopefully) takes time and patience. I can choose to wail at the world and blame everyone else: the manufacturers of the vehicles; the mechanics who didn't tell me parts were deteriorating; the driver that hit my dog. But that gets me nowhere and only increases my frustration. Instead, I can choose to accept the world as it is with grace and hope everything works out the way I want.

WK 4 Blog Entry 1 - Media Project

Please visit my Udutu project. The project is a course aimed at teaching children to be more aware of how they use the computer and to get them to assess and manipulate their work environment.

The goal is to help children establish better computer habits that may help limit the potential for developing repetitive stress injuries as adolescents or young adults.

I will be modifying and adding to the course over the next weeks and, as such, welcome all constructive comments. Let me know what you like, don't like, or any suggestions you might have for me.

WK 3 Blog Entry 5 - THESIS

What a week.

Well here it is, the sum total of months of research, reading, interpretation, divination, inspiration, and sweat. Not to mention a few tears, hair pulling, and general meltdowns. And the journey is not yet over!

Bring it on.

THESIS: Countering the Developing Ergonomic Problems Associated With Computer-Based Learning

WK 3 Blog Entry 4 - Reading - Optimist

The so-called optimist, then, is the only one attending to real things, the only one describing a substance that is actually in the glass.

- From "The Art of Possibility

by Rosamund Stone Zander and Benjamin Zander

I love this book. I feel like it reaffirms my outlook and attitude toward life. So often I've been told I'm a dreamer, an idealist, an optimist - as if they were repugnant attributes that no sane person would choose to possess. I've been told I'm blind to negativity, that I fail to see the bad qualities in people and situations, and that I live in my own little world.

So I ask, why would I choose to look for the negatives when there still remains so much positive? By being optimistic I choose to accept that things are the way they are and still be happy with myself. My adding to the negativity helps no-one. Indeed, being pessimistic or negative myself only exacerbates those qualities that hinder our enjoyment of life.

Personally, I'm happy being in my own little world and if I choose to ignore the negativity - don't assume I don't know it is there. As Zander points out, accepting "the way things are" allows us to move into "giving way to passion". However, it has been my experience that one does not necessarily lead to the other. Accepting the world and others as they are is not the same as accepting yourself and to "give way to passion" requires that most difficult acknowledgement.

Accepting yourself, as Zander notes, requires letting go of the defensive barriers we all build around ourselves. A strenuous, demanding and difficult task that can ultimately be rewarding, enlightening, and, quite honestly, potentially life changing. Once these barriers are lowered it is easier to acknowledge and accept the negative and then move on and enjoy the day.

WK 3 Blog Entry 3 - Projects and Readings go Hand in Hand.

Oh which project to write about this week! I think I must focus on my media project and rid myself of my frustrations once and for all. Why so frustrated, well none of my classmates probably need an answer there. I'm sure each and every one could supply a list of their own qualifying statements.

Honestly, my frustration is more a problem of resignation and acceptance; I think I should have chosen my other topic. Now I need to just accept it as being "the way things are" and get on with it. But my other topic just keeps tapping on my shoulder and begging for attention. I blame the gaming class! :)

Let me explain. I, like all my class mates, originally had two potential thesis topics; the one I choose to pursue and "the other one". In my case, "the other one" pertained to corporate training and communications. My concept was too broad a topic at that point so I choose my current path. But how seemingly divergent paths like to merge!

Our gaming class final project called for the development of a training game concept. I tried to come up with something that might correspond with my thesis to no avail. I DID come up with a game idea for a corporate training program for my own job as a child portrait photographer. In fact the entire concept absorbed my attention and I wanted to just keeping going with it - far beyond the requirements for our assignment. I wondered at that point if I should redo the past thesis assignments and switch. But I talked myself out of it - I should know better than to second guess myself. Now while tearing my hair out with my current media project, that gaming concept keeps tapping at my shoulder just waiting for me to graduate and return to it.



To top it off, my district manager just recently asked me to train our newest child portrait photographer and I would have loved to have that game concept further developed and potentially testable. Go figure! I guess all roads do lead to Rome and my Rome should have been a thesis regarding corporate training in the portrait photography industry.

WK 3 Blog Entry 2 - Random Musings

Yesterday I was supposed to be working on my thesis and I couldn't focus so I decided to try and work on my blogs for week 3. I was no more successful with that than my thesis and found myself instead being absorbed into a blog I discovered somehow, somewhere, somewhen! Funny how that happens.

The blog, Fed Up With Lunch: The School Lunch Project, is one teacher's clandestine chronicle of the lunch time garbage that supposedly passes muster as a lunch capable of supplying 6 to 11 year-olds with the nutritional values they need for an afternoon of learning and activities. Though not all schools menus may be as nutritionally disgraceful as this particular example, it does make one wonder how teachers are supposed to help their students' young minds develop intellectually when physically they are denied the sustenance and nourishment required to make it through the afternoon.

Reading through several days of commentary and viewing the accompanying photographs (see example at right) taken by the anonymous blogger I have to wonder how our children manage to get through the day at all.

Unfortunately, these nutritional values are introduced to our children far earlier than in the school lunch room. My job as a preschool photographer takes me into different preschools and daycare centers daily. The quality of the food differs drastically for place to place. I've seen everything from staff dividing up McDonald's nuggets and fries among the children to full scratch-made lasagna being pulled from the stove and served on real plates with fresh baked bread. Let me tell you my belly was rumbling and mouth drooling that day - the smells were absolutely fantastic!

Even the youngest of preschoolers know the difference in the quality. I've a 16-month-old nephew who eats well and loves his vegetables. What he doesn't like is processed meat - of any sort. I've watched him devour a Gerber Graduates pasta meal (he LOVES the pasta) with obvious enjoyment while at the same time pick around the pieces of meat. And if he should get a piece in his mouth? Well he promptly fishes it out and feeds it to the dog.

He also has a hearty appetite and it is amazing to watch how much he could eat if allowed - but then his energy seems boundless too. Yet I have to wonder at just how much - or rather how little - a portion size he receives at his daycare when somedays the first thing he will do on walking in the house is run to the pantry and get out one of his meals - not a snack or treat which are equally reachable - but a complete meal. Something tells me he must be hungry and, now, I feel a need to know why.

Photo Credit: Fed Up With Lunch: The School Lunch Project

WK 3 Blog Entry 1 - Response To A Classmate

WK 3 - Response to Cindi Jobe

Thanks Cindi I needed that.

It will be a joy to meet classmates in person at graduation and we really must try to do something together. I had the opportunity to meet several of our instructors and a classmate when I visited the campus in February and it did add another level to my entire Full Sail experience. Yet I already felt that I knew those I met - technically for the first time - so well. For some of us, virtual communications are no longer a hindrance to developing working relationships and friendships across the miles and time zones.

I do find a certain irony in your words when you say "... a bunch of hapless grad students who haven't a clue how to fly" considering the Full Sail logo is a aircraft in flight. Of course, since then we HAVE learnt to fly on many levels. We have learnt not only how to fly, but also how to ski, swim, and even dance virtually-not to mention fall on our faces :) - and to soar educationally.

We've done it together and we will not know what to do with ourselves on May 1st when 11:59 pm is no longer a flashing alarm begging for our attention.


Cindi Jobe's Posting:
"I know you may not feel my support all the way out her in Montana, but I am here for you. A few short weeks from now we will be basking in the sun in Winter Park, telling funny stories directly to each other, in person, not digitally and loving every minute of it. We will say...remember when? And then we will laugh.

Just share your media project with us on Monday like we were old friends - which we are, and we will be supportive, and give great suggestions, and the world will all seem sunnier on Tuesday morning - I promise!

You have been an outstanding classmate and student in this program. You have shared so many helpful tips with me and others over the months. I truly appreciate all the professionalism, organization, and support you have displayed over our time learning together.

Memories like our SL ski trip will forever be burned into my brain and no EMDT program would ever be complete without a first tour of Second Life with a bunch of hapless grad students who haven't a clue how to fly (figuratively, or as an avatar)!

Thanks for the memories. WE can see the light at the end of the tunnel now, so stay the course!"

WK 2 Blog Entry 4 - Random Musings

My world seems built on the concept of feast of famine this year. Either I have a few projects to complete with long deadlines and plenty of time or everything bombards me at once and all needs to be accomplished at the same time - usually in different places.

This month is a "feast" month: more like a binge. Work, school, and family commitments have all merged into one heady time-management nightmare! Makes me ever more thankful for my support network - how would I get through all this without it.

I know we are all under the same deadlines, but still, I have to ask; whose bright idea was it to have the thesis, media project and presentation all due at the same time?? I know that come midnight March 22nd I will collapse with relief in a hotel somewhere in Georgia, and hopefully will have had enough time to prepare the materials for the photographers I'll be training at 7 am on the 23rd. I take that back, on the 22nd I'm in North Carolina. Hmm. I see yet another late night road trip heading my way. I'm glad I love my work!

Note to self: Must remember Rule #6! :)

WK 1 Blog Entry 3 - Reading - "Lighten Up"

I have to admit I love the book The Art of Possibility. It is a pleasure to read and really makes me reassess the way I look at the world around me and, especially with chapter 6, how I look at myself.

We all get so wrapped up in our lives that sometimes stepping back and "lightening up"just doesn't enter our minds. Yet doing so has offered me a breathe of air; the realization that, yes, I can get through this. Talk about a stress-relief technique!

For the most part I have always considered myself a fairly optimistic person and have sometimes felt that I must be strange to be this way when I run into so much negativity. Yet reading this book has made me re-evaluate that and accept that everyone deserves that "A" and perhaps they just need to learn about Rule #6. For my own part, my optimistic attitude had taken a hit this past month. Many times I think I have taken myself too seriously and lost track of why I started this masters journey in the first place. Remembering Rule #6 goes a long way in making sure I don't forget and has helped get my foot back on that optimistic path once more.

Wk 2 Blog Entry 2b - Response To A Classmate

Original Post:

wk 2 Florida Certifications

by LaurieSH

Last night at Dr. Ludgate's monthly wimba, we has a conversation spark that made me think about certifications. It was based on a term I came across this week in research called "Cybrarians", which you may already surmise is a term for media specialist of digital content... like us.

I found it in a Google Scholar doc, but then just searched "cybrarians" within and found this:

choose your own research for more info.

But it led me to another practice consideration, that of Florida Teaching Certifications. According to their definitions, EMDTMS grads are eligible for:

*Certification in Computer Science (Grades K-12)

*Certification in Educational Media Specialist (Grades PK-12)

*Certification in Technology Education (Grades 6-12)http

ROI? Not bad. 

My Response:

Who knew??? As I haven't been an educator except within my role as a trainer at work, I have to admit figuring out what I will be qualified to teach is a little intimidating. Thank you for the information - it gives me a direction to explore in my own state!!

Wk 2 Blog Entry 2 - Response To A Classmate

Original Blog:

MAC WK 2 Blog 2 - Response

by Piturachsatit

Week 2-2: Media Proposal Frustration

After being really excited about the possibilities for my media project this past week I have been frustrated with the media content proposal this week. I cannot quite put into words the ideas that I have in my head. I do believe that it is a really great assignment because it has really made me focus in on what I want to create. However, I have had trouble explaining the media project in detail because I keep wanting to place my thesis work into my content proposal. I forget that the content proposal what my thesis looks like in action instead of trying to prove myself all over again.

Just like a rubik’s cube all of the parts are there, I just need to put them in the proper place and perspective. I think the major problem is that my ideas have been in my head for so long now it was as if my brain dumped all of my ideas out and now I have to organize them. This is why I believe placing the Media Content Proposal assignment earlier in another class would have been helpful.

Photo courtesy of: http://www.sxc.hu/index.phtml

posted by ryan jackson at 10:35 pm

labels: pilot groups, teacher feedback, thesis media project

piturachsatit said...

Ryan I couldn't agree more about the Media Content Proposal assignment being placed earlier in the class. I have been thinking about why it was placed at the end and I am thinking that the goal is for us to use all that we have learned throughout the year and put it into practice with the proposal. I still think this could have been done in draft form earlier and then completed this month. 

Good look with the rest of this process. The fact that you desire to create something tangible with all that you have learned means that you will end up with a strong final product. Keep it up, it has been a pleasure working with you throughout the year.

My Response:

I have to agree that the Media Content Proposal assignment should have been introduced to us much earlier - if only to really get us thinking about how we might want to incorporate several tools that we have discovered along our journey. Had the project been originally assigned and discussed in our ninth month I'm sure many of us would be able to have much better, more comprehensive projects in the works. For myself I know this is true and, even though I am using a tool we discovered only in month 10, I know that there would still be much more to my project even if I decided to change formats - the content already created would still be able to be incorporated.

I have found that several elements of this program would have made better sense to me had they been organized differently - from the placement of the Course Management Systems class after Gaming Strategies and Motivation (talk about some major demotivation with that transition!), to introducing major projects so late in the process. Perhaps that is all a part of why we are the last class the experience the frustrations of a thesis. I understand the Action Reports are expected to be more work (really?? personally, I'd say that depends on an individual's research efforts) however, they seem to have been incorporated into a process that offers less confusion and, just as importantly, fewer surprises for the students.

istockphoto ©sdominick

WK 2 Blog Entry 1 - Media Project

Working on my media project is proving a daunting task. I thought I knew exactly what I wanted to do and find that my skills are not yet strong enough or I should say fast enough to accomplish what I want in the time we have. But I will endeavor to make it work! Any illustrators out there will to work for free under a major time crunch??

Just joking. I'll get it done. The support in this class is tremendous and goes a long way in helping keep me on track. Mind you, with the final thesis due on the 21st, 75% of the media project the 22nd and my presentation on the 22nd, I must admit I'm not quite sure which I should be working on when!

WK 1 Blog Entry 4 - Content Proposal

Below you can review my content proposal. To me creating this document was almost as stressful as writing my thesis so I welcome any and all critiques on the content as I know all you have great ideas and can think of areas I have missed that need to be addressed.

Content Proposal:

Countering the Developing Ergonomic Problems

Associated With Computer-Based Learning 

Content Proposal

EDM-613 Media Asset Creation

Education Media Design & Technology MS Program

Full Sail University

   

Prepared by:

Donna Tracy

March 2, 2010

I. THESIS ABSTRACT

Today’s children spend exorbitantly more time using technology and working at a computer than any preceding generation. As the ratio of time on computers expands teaching techniques to prevent future repetitive stress injuries and other ergonomic-related issues becomes more and more important. Establishing an online education tool to help train young students in these prevention techniques and provide an online training aid for teachers to introduce ergonomic instruction early in a child’s technology experiences will help foster healthy ergonomic habits in school children and potentially reduce the development of injuries and pain in their later adolescent and adult lives.

II. Introduction

Problem Addressed

The problem addressed is the failure of children to develop healthy ergonomic computer habits that can help prevent future repetitive stress injuries and other related issues stemming from the extended time they spend on computers and other technologies. 

Target Audience

The project is designed for six- to twelve-year-olds working on computers in their classrooms and on laptops in the home.

Sharing the project

The plan is to create the main segments of the project using MyUdutu.com and incorporating the various sections into a website. This site can then be accessed directly or through links on teacher, classroom, school, and other educational websites. Social networking tools such as Facebook can also be utilized as additional dissemination options to families with homeschooled children.

III. Goals and Objectives

Instructional Goal

The project will focus on healthy ergonomically-sound habits that will help reduce the potential for today’s children to develop repetitive stress injuries as adults. The activities in the project are intended to help students become more aware of the relationship of their bodies to their computer use and to train them in recognizing various ways of reducing stress on their bodies. In addition, the project will incorporate physical activities that will encourage the children to develop specific ergonomically beneficial habits that reinforce the application of the ergonomic knowledge they gain through using the media.

The need for this type of knowledge to be instilled at an early age becomes more essential daily. As technology – specifically desktop and laptop computers – become more and more a part of younger children’s educational activities the need for training in how to use the equipment ergonomically becomes more and more important. Statistics illustrate a trend for repetitive stress injuries such as carpal tunnel syndrome to begin developing in younger adults at a higher rate today than a generation ago. As the use of computers in early education expands so does the potential for today’s children to develop such RSI issues as young adults. Establishing healthy ergonomic habits early in a child’s experiences with computers could help ameliorate their potential RSI risk. By using the media project and incorporating the knowledge and training it is hoped the ergonomically healthy habits can be incorporated into unconscious computer habits that will extend into the child’s later life.

Learning Domain

The instruction in this media project primarily falls into cognitive and somewhat into psychomotor. The cognitive skills relate to the recognition of the relationship between body stresses and computer use and the knowledge learnt regarding reducing such stresses. To some extent the project is also falls into the psychomotor domain. Though the children will not necessarily learn new physical skills, they will learn to be more cognizant of their body’s relationship to their computer equipment and how to use various exercises and techniques to reduce stresses on their bodies.

Learning Objectives

1.     The student can recognize and correct body positions that are ergonomically detrimental.

2.     The student can assess a workstation and manipulate it to be ergonomically sound for their individual needs.

3.     The student understands ergonomically sound principles and applies them to their study and work habits.

4.     The student uses work time effectively to incorporate ergonomic techniques into their productivity.

5.     The student takes initiative in developing suitable physical activities that do not interfere with other students.

IV. Presentation

Instructional Approach

The majority of the media project will fall into the behaviorist learning theory and much of the project will be quite linear in its presentation. However, that said, some of the activities included will also require the student to develop their own techniques for solving the supplied problem and, as such, will incorporate some constructivist learning theory also.  Research in the field of children’s ergonomics is still a rather small field. There are a few key authors whose work is repeated and quoted often in other papers and articles. The three main contributors to the research field seem to be Bennett, Dockrell and Straker with a few others that often publish with these individuals as well as on their own. Sadly, Bennett, who Legg acknowledges as a champion for children’s ergonomics and who founded the International Ergonomics Association Technical Committee on Ergonomics for Children in Education Environments, passed away in 2007. (Legg, 2007).

Lesson Structure

The content of the lesson would begin with a brief overview of ergonomics centering on what ergonomics means in relation to classroom and home computer use. Students will then have the opportunity to explore several activities that will develop the students’ knowledge and skills in recognizing and correcting ergonomically-detrimental elements of their own computer habits. These activities can be done individually or as a class. This format was chosen to offer a flexible content that can accommodate a single student working from home or an entire class but which also provides a grounding in the core concepts or ergonomics as it relates to computer usage.

V. Evaluation

Observing and evaluating changes in how students position themselves while working at their computers will provide visual feedback on their absorption and internalization of the core concepts being taught through the media. As students begin to manipulate their workspaces to fit themselves their knowledge of the material becomes evident. Unfortunately, it will take a generational study following the students and evaluations of their computer use with the ergonomically recommended parameters in comparison to students without ergonomic instruction before knowing if the instruction is successful in reducing the potential for students to develop ergonomic related disorders.

.

VI. References

Abdallah, M.M.S. (2008, September 15). Multiple ways to be smart: Gardner’s theory of multiple intelligences and its educational implications in English teaching and oral communication. Retrieved July 25^th, 2009, from Education Resources Information Center database http://www.eric.ed.gov:80/ (Article ED502634).

Bennett, C. (2002). Computers in the elementary school classroom. Work, 18(3), 281. Retrieved January 11, 2010, from Business Source Premier database. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=6832729&site=ehost-live

Bennett, C. (2002). Changing education ergonomics. Retrieved January 11, 2010, from International Ergonomics Association Ergonomic for Children & Educational Environments database. http://www.iea.cc/ECEE/pdfs/ChangingEducationErgonomics_Bennett.pdf

Bennett, C. (2004, February). Ergonomics in Education. Human Factors and Ergonomics Society Bulletin. 47(2). Retrieved January 11, 2010, from http://www.hfes.org/WEB/BulletinPdf/Bulletin0204.pdf

Bennett, C., & Tien, D. (2003). Ergonomics for children and educational environments around the world. Retrieved January 11, 2010, from International Ergonomics Association Ergonomic for Children & Educational Environments database. http://www.iea.cc/ECEE/pdfs/iea2003bennettaroundworld.pdf

Bennett, C.L., Alexandre, M.M., & Jacobs, K. (2006). Developing hands-on ergonomics lessons for youth. Retrieved January 11, 2010, from International Ergonomics Association Ergonomic for Children & Educational Environments database. http://www.iea.cc/ECEE/pdfs/art0236.pdf

Blackstone, J., Karr, C., Camp, J., & Johnson, P. (2008). Physical exposure differences between children and adults when using standard and small computer input devices. Ergonomics, 51(6), 872-889. doi:10.1080/00140130701797959. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=32069427&site=ehost-live

Breen, R., Pyper, S., Rusk, Y., & Dockrell, S. (2007, October). An investigation of children's posture and discomfort during computer use. Ergonomics, 50(10), 1582-1592. Retrieved July 25, 2009. doi:10.1080/00140130701584944. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=26946215&site=ehost-live

Computers--a real pain in the neck. (1999, December). Current Health 1, 23(4), 2.  Retrieved January 11, 2010, from Alumni - Research Library. (Document ID: 53308238). http://proquest.umi.com/pqdweb?did=53308238&Fmt=3&clientId=85394&RQT=309&VName=PQD

Dockrell, S., Fallon, E., Kelly, M., & Galvin, R. (2009). Sources and nature of secondary school teachers’ education in computer-related ergonomics. Computers & Education, 53(2), 504-510. doi:10.1016/j.compedu.2009.03.008. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=41582963&site=ehost-live

Dockrell, S., Fallon, E., Kelly, M., Masterson, B., & Shields, N. (2007, October). School children's use of computers and teachers' education in computer ergonomics. Ergonomics, 50(10), 1657-1667. Retrieved July 25, 2009. doi:10.1080/00140130701585438. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=26946226&site=ehost-live

Field, A.  (2002, December). Look, Ma, No Neck Pain: How to set up an ergonomically correct workstation for your kids. Business Week, (3813), 98-99.  Retrieved October 23, 2009, from Alumni - ABI/INFORM Global. (Document ID: 270011961). http://proquest.umi.com/pqdweb?did=270011961&Fmt=3&clientId=85394&RQT=309&VName=PQD

Geldhof, E., De Clercq, D., De Bourdeaudhuij, I., & Cardon, G. (2007). Classroom postures of 8-12 year old children. Ergonomics, 50(10), 1571-1581. doi:10.1080/00140130701587251. http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=26946216&site=ehost-live

Grayson, J. (2009, June). Elementary Ergonomics. T H E Journal, 36(6), 15-16. Retrieved July 25, 2009, from Education Research Complete database.

Heyman, E., & Dekel, H. (2008). Ergonomics for children: An educational program for elementary school. Work, 31(2), 253-257. Retrieved January 11, 2010, from Business Source Premier database. http://search.ebscohost.com/login.aspx?direct=true&db=buh&AN=35556402&site=ehost-live

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Reeks, A.  (2000, April). PC posture. Parenting, 14(3), 154-156.  Retrieved October 23, 2009, from Alumni - Research Library. (Document ID: 51408823). http://proquest.umi.com/pqdweb?did=51408823&Fmt=4&clientId=85394&RQT=309&VName=PQD

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Thompson, R.  (1999, June). Ergonomics overlooked in Canadian classrooms. Computer Dealer News, 15(22), 1,2.  Retrieved October 23, 2009, from Alumni - ABI/INFORM Trade & Industry. (Document ID: 42376348).  http://proquest.umi.com/pqdweb?did=42376348&Fmt=3&clientId=85394&RQT=309&VName=PQD

VanTine, J.  (1999, March). Protect computer wizards from joint problems. Prevention, 51(3), 36.  Retrieved January 11, 2010, from Alumni - Research Library. (Document ID: 38875216). http://proquest.umi.com/pqdweb?did=38875216&Fmt=3&clientId=85394&RQT=309&VName=PQD

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Workstations fit for a kid. (2000, November). Home Textiles Today: Kids Today,30-31.  Retrieved October 23, 2009, from Alumni - ABI/INFORM Global. (Document ID: 64396722). http://proquest.umi.com/pqdweb?did=64396722&Fmt=4&clientId=85394&RQT=309&VName=PQD