Francesca Tosi
Scientific Director - Full Professor
Francesca Tosi, Architect, is Full Professor of Industrial Design at Department of Architecture - DIDA, University of Florence. She develops her research and didactic activities in the fields of Human-Centred Design/User Experience and Inclusive Design, particularly in the areas of product and service innovation for healthcare and social care, inclusive design for urban spaces, and museum environments and visitor routes.
On the same subjects: she is author of books, essays and articles, she organized conferences and events, and she was/is scientific responsible of research funded by European Union, Italian Ministry of University, Ministry of Labour and Social Policy, and by public administrations and private companies.
Since 1996 to 2007 she was Assistant and, then, Associate Professor at the Faculty of Design of Politecnico di Milano. Since November 2007 she is Full professor at Department of Architecture of University of Florence.
Currently she is:
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President of CUID Italian Design Academic Conference.
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Director of the Interuniversity Research Center HCD-Care.
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Director of the Doctoral School of Project Studies and Cultures.
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past-President of SIE, Italian Society of Ergonomics and human factors (2010-2018).
She is also:
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Director of the series “Design, innovation, territory” (with G. Lotti, S. Follesa, A. Rinaldi) of publisher FrancoAngeli, Milano.
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Director of the series “Ergonomics in Design” of publisher FrancoAngeli, Milano.
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Chief Editor of “Springer Series Design and Innovation”, Springer ed.
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President of the scientific committee of the “Italian journal of Ergonomics”.
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Member of the scientific committee of the journal “AND” Dna ed. Firenze;
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Member of the scientific committee of the series “Design International” of publisher FrancoAngeli.
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Member of the Scientific Committee, BA_Beyond Accessibility, editorial series of Fedoa Press, University of Naples Federico II.
Linked researches
Linked publications
2020
Ergonomics focuses on the interaction that people establish or can establish with the other elements of the system in which and with which they carry out their work and daily life activities. Interaction that takes place within a complex system, in which each element affects and modifies others, and of which people are an integral part with their characteristics, skills needs and expectations. The aim of ergonomics is to optimize, that is to improve at the highest possible level, both the well-being of people and the overall performance of the system, through evaluation and design interventions aimed at making compatible environments and systems with people’s needs, abilities and limitations. Ergonomics is therefore a complex approach to assessing and designing the interaction between people and the systems with which they relate, which focuses not on the quality of the system itself, but on the quality actually experienced from the specific group of people who relate to it, depending on their characteristics, abilities, needs, expectations, the activities they perform, and the set of variables (physical, technological, environmental, organizational, cultural) that may affect that relationship on a case-by-case basis. Essential, for the understanding of the relationship between ergonomics and Design and its evolution over time, is the definition of Human-Centred Design, today largely superimposed on the definition of Ergonomics, of which it represents the most recent component and closer to the culture and practice of the project.
2020
In the wake of recent developments in the field of New Media Studies, Game Studies and Narratology, this essay aims to highlight some of principles useful to recognizing an educational simulation game when it is wellmade. Starting from the assumption that a game is a system based on rules and mechanics, and that their typology makes it more or less effective, more or less engaging and intense, more or less formative, the essay wants to analyze the principles related to content (narration) that are best suited to provide an appropriate simulation learning experience. For these reasons, the research analyzes of a selection of current educational Serious Games and compare their contents with the Procedural Rhetoric Theory (PRT) proposed by the game designer Bogost (2007). This theory identifies in the video game a system of rules and mechanics that is based on the rhetoric linguistic techniques of translated into a computational procedure. According to the PRT, games can exercise a good persuasion provided that the gameplay features a meaningful representation of this underlying procedure. To support these principles conceptually, the essay analyze also the pedagogical side of the contents and present some of the “36 Learning Principles” proposed by Gee (2007) will be used. This model proposes specific characteristics of each learning dimension and contributes to defines the principles of a wellmade learning experience. Considering the Serious Games analyzed through the lens of the PRT and the 36LP, the article aims to identify a series of rhetorical procedural principles relevant to the design of the educational content of a serious game.
2020
The article deals with the role of design within the Ergonomics/Human-Centred Design approach by presenting the contents addressed in the special issue.
2020
The book presents contributions submitted at the Conference "Designing for Inclusive Learning Experience", which was held in Florence on May 10, 2019, at the Department of Architecture DIDA of the University of Florence. The conference main topics regard the application of Ergonomics and Human Factors to Education, Gamification and Inclusion. The conference is a Multiplier Event of the european project "PUDCAD, Practicing Universal Design Principles in Design Education through a CAD-Based Game", founded by Erasmus+ Program KA203 and conducted by the Center for European Union Education and Youth Programs.
2020
The essay deals with the evolution of design education within Italian universities and its current results.
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