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• W338989927 abstract "In an earlier article on the design and construction of cardboard chairs (The Technology Teacher, December/January 2001, Vol.60, No. 4, p. 17), I suggested that I would share some ideas, in a subsequent issue, about the development of instructions for product assembly, use, and safety. Here are some more detailed thoughts on that critical part of product design along with some project ideas you can use as experiments with your classes. Why are product instructions often so poor? There are a number of reasons. First, the development of product instructions is often delayed until the last moment in the design process. Therefore, they are written in haste, without benefit of the same kind of rigorous testing that the product itself received. Second, the responsibility for instruction development is often assigned to one of the less senior members of the design team. That person may have had little writing experience, let alone writing clearly and succinctly. The only guidance the person receives may simply be, Get it done by tomorrow morning. Third, the designer given the responsibility for writing the instruction sheet or booklet most likely knows too much about the product and too little about the psychology of consumer attitudes regarding instructions. Finally, effective instructions--like effective teaching plans--are difficult to develop and demand clear thinking based on solid experience. Project Ideas There are several approaches you might consider when helping students to begin to appreciate the value of clear technical writing coupled with clear technical thinking. Probably the most direct approach would be to have each student select a product with which she/he has some familiarity. Ideally it will still have the instruction sheet to use as a starting point. Encourage students to select a fairly simple product such as an electronic bicycle speedometer/odometer (a notoriously cranky device to set and interpret properly), a small, knock-down piece of furniture, assembly and cleaning of a household water filtering pitcher, or the installation of a RAM upgrade for a computer. These are some examples upon which you can build. Another approach would be to invite the students to develop an instructional card for a relatively straightforward process. Some types of ideas to consider include: tying one's shoe (i.e. for a child just ready to learn the skill), how to make chicken soup, finding a book in the library, or dialing the phone to reach a pen pal in Europe using a pre-paid phone card. Often, instructions are incorporated into/onto products, e.g., fire extinguishers for proper usage, inkjet printers for cartridge changing, battery-powered devices for correct installation of batteries, et.al. Many contemporary electronic devices, such as digital cameras, have abbreviated instructions available via the internal LCD screen. This category of product instructions can also serve as a fertile arena of study. Finally, if you are on the cusp of assigning a product design activity, you might consider including the development of instructions for assembly/use. Learning to work toward the final instructions from the initiation of a design project is a reasonable goal. Focusing on Details As instructions are prepared for a product, there are several issues that need to be considered before the first sentence is written or the first diagram is drawn. These issues include, but are not limited to, the following: * Age and estimated literacy level of the intended user. * Native language of the user. * Probable prior experience of the user with a similar device. * Requirements for accuracy or cleanliness or a protective assembly area/surface. * Specific tools needed or materials such as adhesives or fasteners not included. * Space and time required for a normal assembly or startup. * Importance of sequence in setup or assembly. …" @default.
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• W338989927 date "2003-05-01" @default.
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• W338989927 title "Dreaded Instructions! Many People See the Instruction Sheet or Book as the Object of Last Resort. (IDSA)" @default.
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