The University of Manitoba Department of Biosystems Engineering

Transcription

1 The University of Manitoba Department of Biosystems Engineering Course Number BIOE 4610 Course Title Design of Assistive Technology Devices Academic Session Fall 2011 (201190) Credit Hours 4 Prerequisites and how they apply to this course BIOL 1410 Human Anatomy provides students with fundamental knowledge of the human body which is needed when designing assistive technology devices for individuals with disabilities. Classroom Location Meeting Days and Class Hours E2-350 EITC MWF 9:30-10:20 am Lab Location E2-350 EITC or E1-351 EITC Lab Hours F 2:30-5:15 pm Department Office location E2-376 EITC Department Phone Number Course Web Page (if applicable) Student Contact Time (Hrs) Lectures: 3 hrs lecture/week 13 weeks/term = 39 hrs Laboratories: 3 hrs laboratory 12 weeks = 36 hrs Tutorials: 0 hr tutorial 0 weeks = 0 hrs Instructor Information Dr. Danny Mann, P.Eng. (Professor & Department Head) E2-376F EITC Office Phone Number Danny_Mann@umanitoba.ca Professor Jacquie Ripat (Associate Professor, Occupational Therapy) R131 Rehab Building Office Phone Number ripatj@ms.umanitoba.ca Professor Art Quanbury (Assistant Professor, Occupational Therapy) R032 Rehab Building Office Phone Number quanbry@ms.umanitoba.ca Teaching Assistant(s) (if applicable) TA and Location Kathy Fedirchuk TBA 1

2 Course Philosophy Students Learning Responsibilities We expect you to be in attendance, and on time, for all scheduled lectures and labs. If you must be absent, please show us the courtesy of sending an notifying us of your absence. To benefit the most from this class, you must be willing to participate in class discussions. Deadlines are a reality in the world of engineering; we expect assignments to be completed on time. Finally, please respect both us as instructors and your classmates by turning off your cell phone during class time. Laptops may be used during lectures only if you are taking notes on the laptop. Why this course is useful? This course is modeled on the interdisciplinary approach used by practicing occupational therapists and rehabilitation engineers to identify suitable technological aids for an individual with a disability. Drawing on experiential learning theory and an interprofessional learning approach, engineering students in this unique course will benefit from the opportunity to participate in an interprofessional clinical assessment of a client with a disability. Participation in a clinical assessment gives the assessor an understanding of the unique abilities of the client, the environment in which the client lives and works, and the interaction between the client and the environment. Who should take this course? This course is one of the design electives available for students in the Biosystems Engineering program. It is a required course for students choosing to complete the Biomedical Specialization. How this course fits into the curriculum Design electives are typically taken by Biosystems Engineering students in either the third or fourth year of the program. Course Description/Objectives Undergraduate Calendar Description Application and design of technology for individuals with disabilities; emphasizing the development of the requisite knowledge, skills, and attitudes to evaluate, design, and implement client-centred assistive technology. A multidisciplinary approach will be emphasized with instructors from both the Department of Biosystems Engineering and the Department of Occupational Therapy participating in delivery of the course. Students will complete a design project. Instructional Methods Learning is most effective when both the teacher and the student are engaged in the subject material. The role of the teacher, therefore, is to create an environment that facilitates student engagement (and therefore learning). In this course, some dissemination of information will occur using the traditional lecture format. However, the course will also utilize other techniques such as classroom discussion of readings and case studies. Therefore, you will be expected to prepare for class by reading the assigned materials. Course Objectives The intent of this course is to: - introduce students to the field of rehabilitation engineering, specifically the provision of assistive technology devices for individuals with disabilities - provide students with a real-life design opportunity (i.e., to design an assistive technology device for an actual client from the local community with a disability) - introduce students to the process of clinical assessment as a tool that can be used in the analysis of a design problem involving client-centred assistive technology - introduce students to the tools used in outcome assessment - provide students with an opportunity to collaborate equitably with group members in a team setting to manage an engineering design project - provide students with opportunities to effectively communicate a design solution - foster the development of written and oral communication skills 2

3 Learning outcomes At the conclusion of this course, the student should be able to: 1. Explain the basic categories of assistive technology and the basic characteristics of each category of assistive technology. 2. Analyze a case scenario to select an appropriate category of assistive technology device. 3. Use tools of clinical assessment and outcome assessment in a design scenario involving client-centred technology. 4. Design and evaluate an assistive technology device for a client with a disability. 5. Summarize the results of the design process in a formal report. 6. Apply what was learned in the classroom to novel situations in the workplace. Learning Outcome Expected Competency Level ** Attribute* A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A , *Attributes: A1 A knowledge base for engineering A2 Problem analysis A3 Investigation A4 Design A5 Use of engineering tools A6 Individual and team work A7 Communication skills A8 Professionalism A9 Impact of engineering on society/ environment A10 Ethics and equity A11 Economics and project management A12 Life-long learning **Competency Levels: 1 - Knowledge (Able to recall information) 2 - Comprehension (Able to rephrase information) 3 - Application (Able to apply knowledge in a new situation) 4 - Analysis (Able to break problem into its components and establish relationships) 5 - Synthesis (Able to combine separate elements into whole) 6 - Evaluation (Able to judge of the worth of something) Grade Evaluation The grade distribution is shown below: 1. Design Project (4 assignments weighted equally) 40% Clinical assessment (individual assignment) Design/selection of appropriate AT device (individual assignment) Proposed methodology for assessing AT device (individual assignment) Evaluation of design options (group assignment) 2. Laboratory Assignments 10% (i.e., lab report, written reflection on activity, short oral presentations) 3. Final Examination 50% Closed-book portion (30%) Take-home portion (20%) 3

4 Assignment Due Dates Clinical assessment assignment November 9, 2011 Design assignment November 16, 2011 AT assessment assignment November 23, 2011 Evaluation of design options (group assignment) December 2, 2011 Oral Presentation (group) December 2, 2011 Important Dates (e.g., voluntary withdrawal date) Voluntary withdrawal date November 16, 2011 Description of Assignments Design Project: For a given scenario, each student is required to perform a clinical assessment to gain an understanding of the client and the client s needs. The student is then required to design an appropriate assistive technology device for the client. In this situation, design refers to one of the following: i) selecting an existing device without modification, ii) modifying an existing device, or iii) creating a new device. Discuss the design selected for your client. Justify why you have selected this assistive technology device. Discuss how the assistive technology will be used by your specific client (this includes discussion of appropriate placement or positioning of the device and any other environmental modifications that may need to be made). Be sure to include the actual or estimated cost of the assistive technology. Finally, propose an assessment process (assessment tool and assessment methodology) that would be used to determine the appropriateness of your design. Students will then be formed into groups. Each group is responsible for reviewing individual design reports and selecting the best idea (or combination of ideas). The group must come to agreement and submit a written justification of their decision. The group decision will be presented orally to the class. Laboratory Assignments: There will be weekly labs throughout the semester. Many of these labs will require some type of assignment (i.e., lab report, written reflection on activity, short oral presentations). Description of Examinations There will be no midterm examination in this course. The final examination will consist of both an open-book portion and a closed-book portion. Texts, Readings, Materials Textbook(s) Authors, Titles, Edition Cook, A.M. and J.M. Polgar Cook & Hussey s Assistive technologies: Principles and Practice, Third Edition. St. Louis, Mosby. Supplementary Reading Additional Materials Supplied by instructors. Course Policies Late Assignments Assignments submitted after the due date will be docked 10% per school day. Missed Assignments Will receive a zero grade. 4

5 Academic Integrity Plagiarism or any other form of cheating in examinations, term tests or academic work is subject to serious academic penalty. Cheating in examinations or tests may take the form of copying from another student or bringing unauthorized materials into the exam room. Exam cheating can also include exam impersonation. A student found guilty of contributing to cheating in examinations or term assignments is also subject to serious academic penalty. Students should acquaint themselves with the University s policy on plagiarism, cheating, exam impersonation and duplicate submission. Use of Third Party Detection and Submission Tools Electronic detection tools may be used to screen assignments in cases of suspected plagiarism. Group Work Policies: You will be required to work in teams to complete some of the assignments for this course. This is done because you will often find yourself working in a team setting once you enter the workforce. It is in your best interest to learn how to work in a team setting. Additional Policies: Assistive Technology Devices Definitions & Terminology HAAT Model History of AT Funding of AT Devices Team Members & Roles Course Content Clinical Assessment interview and observation strategies Categories of AT Devices High-tech vs. Low-tech Devices for Control Interfaces Devices for Vision & Hearing Impairment Devices for Seating Devices for Mobility Environmental Aids to Daily Living Devices for Communication Devices for Farmers with Disabilities Computer Access Outcome Assessment Establishing Baseline Conditions Measuring Change from Baseline Conditions Related Topics PHIA Disability Studies Universal Design Public Technologies 5