COURSE OUTLINE FOR SPACE PLANNING AND ERGONOMICS

COURSE OUTLINE
COURSE IDENTIFICATION
Name of program – Code: INTERIOR DESIGN – 105
Course title and number: SPACE PLANNING AND ERGONOMIC
Total number of course hours: 45 hours
Weighting: 02-01-03
Prerequisites:
Statement of the competency: This subject will deal with ergonomics of interior design, space planning and spatial relationship in
interior organization
CONTRIBUTION OF THE COURSE IN THE PROGRAM
Course position
This course is located in the first term of Interior Design (105) program. Its duration is 45 hours divided into 2 hours of theory and 1 hour of
exercises plus approximately 3 hours of homework. There are no prerequisites for this course.
Scope of the course
In this course, the teacher introduces the student to the ergonomic design in Interior space and related element from basic element of building
envelope which influence interior environment with the human body and activities. Student will also learn about the ergonomy involving furniture
placement and circulation in interior space. Student will understand the use of appropriate dimension in interior related project and spatial
configuration to ensure the dynamics use of related element in planning and application. The knowledge will support space planning and design
process involving existing interior space.
@LaSalle College Jakarta 1 04/01/2016

Reproduction, in whole or in part, of this document is prohibited without written permission from LaSalle College Jakarta. The offender is liable to prosecution. Bayu Prasetyo SSn, MDs
At the completion of this course, the student will understand the important of ergonomic in interior design. Understanding the basic of
anthropometry and its relation to interior space, element and circulation. Student will be able to develop design in ergonomic standard of interior
and furniture element measurement.
COURSE COMPONENTS (OBJECTIVE AND STANDARD OF THE COMPETENCY)
Expected outcome (achievement context of the competency)
The achievement context of this competency will reflect the conditions as they occur in the following settings: academic, professional, work, or
life environment.
● Human dimension in Interior Environment and architectural composition
● Ergonomic design application in space, room and furniture
● Research and measurement of existing element in interior space
● Spatial relationship of interior organization
● Space analyst of interior element configuration and circulation
Throughout the course, you will engage in various learning situations/activities so that by the end of the course you will meet the expected
outcome.
Elements and performance criteria

Competency: Student is mandate to do research and develop design in anhropometry sense of awareness and apply ergonomic standard
of interior element and furniture in her/his design implementation.
General ministerial and institution performance criteria:
● Understanding of anthropometry and human dimension

● Know anthropometry consequence in interior space and circulation
● Able to apply good design with ergonomic design principles
● Able to do reserach analysis of element and dimension in interior space
● Understand spatial relationship in applied interior organaization

Elements of the competency Performance criteria specific to each element
1. Interior Environment and ergonomics 1.1. Architectural interior space ; shape and composition
1.2. Architectural sequence : central, linear, representative, network, labyrinth,
superimposed
1.3. Interior environment and building envelope
1.4. Dimensional of architectural element and furniture object
2. Anthopometry in Interior Space 2.1. Human dimension in interior space, activity and its circulation
2.2. Study of architectural dimension related to human activty
2.3. Study of ergonomics for services and facilities
2.4. Study of data source: Accuracy, human movement, reach, clearency and
adjustability
2.5. Human ergonomic in residential interior
3. Spatial Relationship in Interior space 3.1. Spatial relationship of interior organization
3.2. Organization of form and space
3.3. Organization ; centralized, linear, radial, clustered and grid
3.4. Ordering Principles in Interior Space
3. Space Planning, Human factors and socials 4.1. Functional aspects : design process and investigation
4.2. Enviromental considerations
4.3. Social settings
4.4. Proxemics and territoriality
MAIN TOPICS AND THEMES
Listed below is the essential content to be covered in this course:

▪ Understanding of ergonomic design and space planning along with its application in Interior design

COURSE DELIVERY METHODS
● Theory Lecture
● Case studies learning
● Practice in studio
● Internet and book reference Research
● Class presentation
● Group discussion
● Project Assistance
● Guidance of process
STATEMENT OF THE COMPETENCY (IES) AND CODE (S):
Element(s):
Dates and Learning Activities and Content1 Formative and Summative Evaluations Readings / Homework
Periods (The objectives and actions expected of students are (hours spent outside class)
explained at the beginning of each activity)
Class 1 ● Establish contact Diagnostic formative assessment of prior Preparation for next class:
knowledge ●
● Student and teacher introductions
● Development of Application Exercise 1 (
● Completion of KWL form or its equivalent
%): research and analysis of
● Presentation of course outline (evaluation criteria) architectural element dimension in
and course calendar residential space environment
1
● Presentation of the IPEL (PIEA) rules/articles that
apply to the course and reminder of the important o Submit by week 3
rules in the Student Agenda
● Establishment of a code of conduct for the class
(Community Code: Campus Life)
● Adoption and completion of the Integrity Contract
Course introduction
● Overview of syllabus
INTERIOR ENVIRONMENT AND ERGONOMICS
● Architectural interior space ; shape and composition
● Architectural sequence : central, linear,
representative, network, labyrinth, superimposed
● Interior environment and building envelope
● Dimensional of interior and furniture element
● Conclusion and lead-in to next class
Element(s):
Dates and Learning Activities and Content Formative and Summative Evaluations Readings / Homework
● Presentation of lesson plan ● Development of Application Exercise 1 ( Preparation for next class:
● Review of last class %): research and analysis of ●
architectural element dimension in
Course introduction
Class 2 residential space
● Continuing of exercise in studio development
o Submit by week 3
Element(s):

(The objectives and actions expected of students are (hours spent outside class)
Periods
● Review of last class %): Exploration of interior design ●
architectural space by research
Course introduction measurement in school environment
ANTHROPOMETRY IN INTERIOR ENVIRONMENT
● Human dimension in interior space, activity and its o Submit by week 5
circulation
Class 3
● Study of architectural dimension related to human
activty
● Study of ergonomics for services and facilities
● Bathroom and equipment
● Ramp, stairs and railing
Element(s):
● Review of last class %): Exploration of interior design ●
architectural space by research
Course introduction
Class 4 measurement in school environment
o Submit by week 5
Element(s):

● Review of last class %): drawing of of human activity and ●
circulation in bedroom and dining area
Course introduction
COMPREHENSION OF ANTHROPOMETRY o Submit by week 7
● Study of data source
Class 5 ● Accuracy and human movement
● Reach, clearency and adjustability
● Anthropometry of seating dynamics
● Seating in space function and variety
● Human ergonomic in residential interior
Element(s):
● Review of last class %): drawing of of human activity and
circulation in bedroom and dining area
Class 6
Course introduction o Submit by week 7
Element(s):
Class 7 ● Submit Application Exercise 3 ( %)

MID TERM TEST
● Small Project development in class by summary
content reference
Element(s):
● Review of last class %): analysis of proxemics social
settings in real interior environment of
Course introduction public space
SPACE PLANNING AND SOCIAL
● Functional aspects : design process and o Submit in week 11
investigation
Class 8 ● Enviromental considerations : existing analysis
● Social settings : behavior
● Proxemics and territoriality : distance
● Personalization, group and status
● Personal responses
Element(s):

● Review of last class %): analysis of proxemics social
settings in real interior environment of
Course introduction
Class 9 public space
o Submit in week 11
Element(s):
● Review of last class %): survey and analysis of existing
interior organization in spatial
Course introduction relationship (report and photo)
SPATIAL RELATIONSHIP IN INTERIOR
ORGANIZATION o Submit in week 12
● Spatial relationship of interior organization
Class 10 ● Organization of form and space
● Organization ; centralized, linear, radial, clustered
and grid
● Circulation of interior organization ; entrance,
configuration of path and form of circulation
● Application of spatial organization in existing interior
Element(s):
● Review of last class %): survey and analysis of existing
interior organization in spatial
Class 11 Course introduction relationship (report and photo)
o Submit in week 12
Element(s):
● Presentation of lesson plan ● Development of Application Exercise 6 Preparation for next class:
● Review of last class ( %): exploration of ordering principle in Finish the Semester
spatial organization by using model project
Course introduction scale
ORDERING PRINCIPLE IN INTERIOR
ORGANIZATION o Submit in week 15
● Axis ; points, plane, space and gateways
Class 12 ● Symmetry ; bilateral and radial
● Hierarchy ; function, formal and symbolic
● Datum ; line, plane and volume
● Rhythm ; repetition of size and shape
● Transformation ; contextual manipulation
Element(s):
Class 13 ● Presentation of lesson plan ● Development of Application Exercise 6 Preparation for next class:
● Review of last class ( %): exploration of oredring principle in Finish the Semester
project
Course introduction spatial organization by using model
scale
● Concept and form development
o Submit in week 15
● Assistance by teacher and approval
Element(s):
● Presentation of lesson plan Development of Application Exercise 6 Preparation for next class:
● Review of last class ( %): exploration of oredring principle in ● Finish the Semester
spatial organization by using model project
Course introduction scale
Class 14
● Continuing of exercise in studio development o Submit in week 15
Element(s):
● Presentation of lesson plan ● Submit of the Semester project Preparation for next class:
● Review of last class ● Finish the Semester
( %)
project
Course introduction
Class 15
FINAL PROJECT
● Small Project development in class by summary
content reference (15)

TERMS FOR EVALUATING LEARNING
The evaluation of your learning is based on two inseparable methods: formative evaluation and summative evaluation. These two evaluation types are formal.
Formative evaluation
Following a learning activity or learning period, time is set aside for introspection. You will determine what has been understood and achieved and seek to
identify the nature and origin of weak areas. These designated periods consist of simple means: short tests, association games, logbooks, a portfolio,
questions, creating of samples, etc.
Formative evaluation is frequent and covers as many aspects as possible. It takes place in class, individually or in groups, and leads to immediate decisions.
You are the one who assumes the bulk of the work during individual or group corrections, adjustments and other self-evaluation tasks. The
purpose is not to determine grades.
If you take the formative evaluations seriously throughout the course, you will ensure preparedness for the summative evaluations. You will be able to make
the necessary progress to acquire the targeted competency at the required level, according to the achievement context and pre-established performance
criteria.
Below are some examples of formative evaluation methods that correspond to the targeted competency for this course:
▪ Exercises followed by teacher feedback

▪ Studio practice
▪ Project planning with constructive guidance from the teacher.
▪ Exercises/ project/ presentation followed by peer-correction
▪ Case studies
▪ Application in three dimensional organisation
Summative evaluation
Summative evaluations are less frequent. They take place later on, towards the middle and end of the semester. This gives you the time to integrate your
learning and to learn how to apply it to situations related to the targeted competency. The summative evaluation material is prepared by your teacher according
to the description of the course’s targeted competency; its elements, achievement context and performance criteria.

The work completed in summative evaluations is graded. The purpose is to determine what you have learned.
Below is the information on the summative evaluation for this course, as well as the weighting of marks:
Type of Evaluation Weight
Applied exercise 50%
Exam 1 10 %
Exam 2 15 %
Final Project 25 %
Total 100%
INSTITUTIONAL REQUIREMENTS
The evaluation of your learning is based on two inseparable methods: formative evaluation and summative evaluation. These two evaluation types are formal.
Student’s commitment
By registering for this course, you commit to:

▪ Obtain the necessary course materials at the start of the semester;
▪ Participate in the learning activities, formative and summative evaluation activities outlined in the course calendar;
▪ Report cases of intentional or negligent failure in the respect of fundamental rights, in justice and in fairness, in the evaluation of knowledge and skills;
▪ Complete the work assigned to you;
▪ Submit the work on time.
Here are some particular commitments for this class;

To use daily the College’s portal called Léa. All documents such as course outline, homework, personal researches, projects and correction grids will be
available on Léa. The student will be able to communicate directly with the teacher outside of class time through the portal.
Teacher’s commitment
Your teacher commits to:

▪ Monitor attendance using the electronic database and report problematic cases to the Program Coordinator;
▪ Create varied learning situations that enable you to put into practice the knowledge, actions and professional behavior of the targeted competency;
▪ Plan sufficient and appropriate formative evaluation activities – involving correction and improvement – that provide frequent feedback, allowing you to
be well informed of your progress;
▪ Provide summative evaluations that correspond to the course’s targeted competency;
▪ Evaluate the work based on criteria known to you in a spirit of fairness and justice in which no student(s) will be evaluated differently from others in the
same course; the evaluation will be equivalent for a same course taught by different teachers; the assessment will be faithful to the content taught; the
method of evaluation will be adapted to the subjects learned and will reflect the course objectives as outlined in the syllabus.
Here are some particular commitments for this class:

By appointment only, the teacher will be available outside of class time to help students overcome any difficulties in assimilating the pedagogical content.
The Institutional Policy on Evaluating Learning (IPEL) is applied to all institutional programs. Listed below are a few of its clauses:
Class attendance
Attendance and participation in classes and activities for formative and summative evaluations are mandatory for all students. The teacher has the
responsibility to monitor attendance and to assess the reasons justifying the absences of students with the program coordinator.
In addition, during a final exam, a student may not enter the classroom if more than one-third of the allotted time has passed. No student may leave the
examination room before half of the allotted time has elapsed.
Any student who shows an absence rate for a given course above the tolerated threshold may be excluded from that particular course. In case of exclusion,
the teacher will deny access to the class to the student and refuse any work to be delivered after the date of exclusion. The allowed number of hours of
absence, motivated or not, is as follows:
45-hour course: 8 hours of absence tolerated;

Plagiarism and cheating
Plagiarism, attempts at plagiarism or complicity in plagiarism, whether in an exam or an assignment to be evaluated, constitutes an infraction. Plagiarism and
cheating include:
▪ Using part or all of someone else’s work and passing it off as one’s own, without indicating the appropriate reference;
▪ Having or using unauthorized documents, material or equipment during an exam;
▪ Using the exam of another student during an exam;
▪ Having another student do one’s work for an evaluation;
▪ Substituting a different person to write an exam or assignment to be evaluated;
▪ Using an evaluation already completed for another course.
Plagiarism, attempts at plagiarism or fraud, or collaboration in plagiarism or fraud are prohibited and considered serious offences. Thus, any instances of
plagiarism or fraud will lead to a grade of ‘0’ for the assignment in question. In addition, a note will be made in the student’s file and the student will receive a
written notice from his or her Program Coordinator to that effect.
In the case of recidivism, in the same course or in another course, the student will be given a grade of ‘0’ for the course in question. A second note is made in
the student’s file and the student will receive a summons from his or her Program Coordinator. For a third offence, he or she may be expelled from the LaSalle
College Jakarta.
Any student involved in any form of plagiarism or cheating will receive a written notice from their program coordinator stating that a second offence may lead to
expulsion from LaSalle College Jakarta.
Submission of work and tests
All work subject to a summative evaluation is due in class in person at the time determined by the teacher. Any delay results in a grade of zero (0).
However, upon presentation of an official justification or a sufficient reason and asked in person, the student(s) may request a delay from his/her teacher(s). In
any case, his/her teacher(s) can accept or reject the work and apply, at its discretion and after consultation with the program coordinator, a penalty of 25% per
week. This clause does not apply to the final evaluations.
The teacher may refuse a test for its flagrant defects of material presentation. The teacher disclose how the presentation of practical work for students. They
are required to present their work according to the criteria appearing in the presentation of the project submitted by the teacher.
Upon presentation of an official supporting document or valid reason for the absence, the student may request an extension from the instructor, who may accept

or refuse the student’s work and apply a penalty for the lateness.
The School administration does not accept student assignments. Assignments must be submitted directly to the instructor.
RULES AND REGULATIONS TO FOLLOW
Late Arrivals
The teacher may refuse access to its course to a latecomer. This delay results in an absence for that period.
Note: Students arriving late must recognize that the information they missed will not be repeated. Late students are therefore responsible for asking their peers
about the material they missed. Arriving after the coffee break, as well as leaving before the end of the class, may result in one or more hours of absence.
Eating and drinking in class
Eating and drinking are prohibited in the classrooms, locker rooms and Documentation Centre. Food may only be eaten in the cafeteria, vending machine
areas and student lounges.
MANDATORY COURSE MATERIAL
▪ To be confirmed by teacher regarding exercise development
BIBLIOGRAPHY FOR THIS COURSE
Nunez, Isabel L., Ergonomics A System Approach, Rijeka, Croatia, In Tech Publishing, 2012
Panero, Julius, Zelnik, Martin , Human Dimension and Interior Space, New York, Whitney Library of Design, 1979
Helander, Martin, A Guide to Human Factors and Ergonomics, New York, Taylor & Francis, 2010
Ching, Francis D.K.,Ching, Architecture Space, Form and Order, New Jersey, John Wiley & Sons, 2010
Kubba, Sam, Space Plannings for Commercial and Residential Interiors, McGraw-Hill, 2010
Adler, David, Metric Handbook Planning and Design Data, Oxford, Architectural Press, 2008

Academic Dean Approval: Signature and date of approval


COURSE OUTLINE FOR SPACE PLANNING AND ERGONOMICS

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COURSE OUTLINE

Name of program – Code: INTERIOR DESIGN – 105

Course title and number: SPACE PLANNING AND ERGONOMIC

Total number of course hours: 45 hours

CONTRIBUTION OF THE COURSE IN THE PROGRAM

Scope of the course

@LaSalle College Jakarta 1 04/01/2016

COURSE COMPONENTS (OBJECTIVE AND STANDARD OF THE COMPETENCY)

Expected outcome (achievement context of the competency)

Elements and performance criteria

General ministerial and institution performance criteria:

● Understanding of anthropometry and human dimension

@LaSalle College Jakarta 2 04/01/2016

MAIN TOPICS AND THEMES

Listed below is the essential content to be covered in this course:

@LaSalle College Jakarta 3 04/01/2016

STATEMENT OF THE COMPETENCY (IES) AND CODE (S):

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▪ Exercises followed by teacher feedback

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Type of Evaluation Weight

Applied exercise 50%

By registering for this course, you commit to:

Here are some particular commitments for this class;

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Your teacher commits to:

Here are some particular commitments for this class:

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Plagiarism and cheating

Submission of work and tests

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RULES AND REGULATIONS TO FOLLOW

Eating and drinking in class

MANDATORY COURSE MATERIAL

▪ To be confirmed by teacher regarding exercise development

BIBLIOGRAPHY FOR THIS COURSE

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@LaSalle College Jakarta 17 04/01/2016

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