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Objective:

To assess students’ ability to identify ergonomic risks in a workplace setting and propose appropriate control measures based on ergonomic principles.

Instructions:

1.     Please watch a 5-minute video clip showing a simulated workstation.

https://youtu.be/KZxUiFFVEAQ

2.     Using an ergonomic observation checklist (based on tools such as RULA, REBA, or OSHA Ergonomic Guidelines), you are required to identify at least five (5) ergonomic risk factors observed in the video. These may relate to posture, force, repetition, or environmental conditions.

3.     Please write then write a short analysis (approximately 300 words) that includes:
- A brief description of the ergonomic risks identified.
- Justification of why each factor is considered a risk from an ergonomics perspective.
- Recommendations for improving the workstation or task design to reduce or eliminate the risks.

Submission Method:

Please upload the completed checklist and analysis to the course’s online learning platform (Microsoft team) by the given deadline.

Assessment Criteria (Total 20 marks):

·       Accurate identification of ergonomic hazards (5 marks)

·       Justification of using ergonomic principles (5 marks)

·       Provide recommendations individual and workplace (5 marks)

·       Clarity and organization of the written analysis (5 marks)

Feedback Strategy:

Each student will receive written feedback. A group discussion session will be conducted to share examples and reinforce key learning points from the activity.

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a) In this padlet, please provide your full name, hometown, a selfie photo , and what is unique about you

b) Give one sentence what is your expectation from this course

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Please answer the Multiple Intelligences survey and upload the report here with your full name 

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Please answer the Multiple Intelligences survey and upload the report here with your full name 

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Find out your personality type within minutes!

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i teach ECC589 (Engineers in Society) where all the future engineers (students) will have the opportunity to meet the society/community and practice/apply the engineering skills that they have learned throughout the course.

SULAM project.

Here are some of the methods that I used to utilise media / material in class.

✅ 1. Preview the Materials

Ensure that PowerPoint slides, reference documents (e.g. OSHA 1994, Street and Drainage Act), and webinar recordings are reviewed ahead of time. Example: Accuracy and relevance to course outcomes (CO1, CO2), Accessibility (especially on u-Future and i-Learn platforms), Alignment with Design Thinking and community engagement objectives.

✅ 2. Prepare the Learning Environment

Face-to-Face (F2F) or ODL Sessions: Prepare printed materials or handouts, if necessary, upload all materials to u-Future/i-Learn in advance, Set up webinar links and backup recordings

✅ 3. Prepare Learners

Give students clear instructions on how to Access materials online, use project templates (Proposal, Borang C, Final Report Rubrics), Participate in online forums or webinars

✅ 4. Use the Media and Materials

During lessons: Integrate PPTs and legal documents to support discussion, Play relevant parts of recorded webinars for expert insights, Display examples of past successful ISP projects for inspiration

During fieldwork: Distribute checklists or digital forms for observations and stakeholder interviews, Encourage real-time documentation (e.g. via photos, video recordings, notes)

✅ 5. Require Active Interaction with Materials

Assign tasks such as Analysing legal acts and applying them to community cases, creating infographics or presentations using the given materials, Reflecting on webinar insights in their final report or video montage.

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Knowledge Check: A short quiz to assess understanding of key FEA concepts like meshing, element types, boundary conditions, and stress analysis.

Reflective Assessment: Have students complete a self-assessment or reflection piece on what they found most challenging or interesting about FEA.

Practical Application: Review a simple FEA project submitted by each student, such as a beam deflection or structural stress analysis, to evaluate their ability to set up and interpret results correctly.

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Immediate Feedback: Provide in-class feedback on quizzes and project submissions to address misconceptions early.

Lesson Adjustment: If multiple students struggle with a particular concept (e.g., mesh refinement or interpreting stress contours), revisit those topics in the next lesson.

Material Improvement: Update instructional materials based on student performance and feedback, including adding more real-world examples or step-by-step tutorials for complex topics.

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Project Requirements and Rubrics for ECC589 Engineers in Society_MAY 2025