ENG 3305 - Human Factors for Decision Making

North Terrace Campus - Semester 2 - 2021

This course offers an introduction to how human limitations and capabilities affect the design of objects and systems. Starting with fundamental aspects of Human Factors such as ergonomics and human perception and extending into considerations of how limitations and variability in human cognitive abilities affect decisions regarding the design of systems and processes relating to such areas as personnel selection, occupational safety, and human-computer interactions. This course is a core for students completing a major in defence systems as part of their Bachelor of Engineering (Hons) program as well as students enrolled in the Bachelor of Technology (Defence Industries) program.

  • General Course Information
    Course Details
    Course Code ENG 3305
    Course Human Factors for Decision Making
    Coordinating Unit Technology Education Centre
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange N
    Course Description This course offers an introduction to how human limitations and capabilities affect the design of objects and systems. Starting with fundamental aspects of Human Factors such as ergonomics and human perception and extending into considerations of how limitations and variability in human cognitive abilities affect decisions regarding the design of systems and processes relating to such areas as personnel selection, occupational safety, and human-computer interactions. This course is a core for students completing a major in defence systems as part of their Bachelor of Engineering (Hons) program as well as students enrolled in the Bachelor of Technology (Defence Industries) program.
    Course Staff

    Course Coordinator: Dr Matthew Welsh

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    At the successful completion of this course students will be able to:

    1. Identify factors that can impact on the behaviour of individuals in the workplace and apply these factors to  structure tasks and work environments to enhance both organisational and individual outcomes.
    2. Explain how a wide range of abilities and limitations affect human task performance and impact on the design of objects, systems and processes.
    3. Compare and contrast decision making theories and practices from human factors and rational standpoints.
    4. Identify and apply appropriate theories and models of human factors and human performance within a task analysis process.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1,2,3,
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2,3,4
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2,4
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3,4
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3,4
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course will run in a ‘flipped classroom’ model, where readings, online lectures  and other videos covering core topics are made available for students to access in advance of in-person classes. Classes will take the form of a 2-hour workshop each week, combining tutorial-style discussions of materials and practical exercises designed to highlight key examples relating to the week’s topic.

    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Pre-class readings, videos, etc: 4 hours each week for 12 weeks (48 hours)
    Weekly workshops: 2 hours per week for 12 weeks (24 hours)
    Major Assignment - including video presentation, peer review and written report: (60 hours)
    Self-directed study: (20 hours)

    Learning Activities Summary
    A list of the weekly topics will be made available at the beginning of semester and online lectures and readings will be made available on a weekly basis to allow preparation prior to workshops. Fortnightly quizzes will be used to test learning and the major assignment (a task analysis) will be introduced in week three to allow students to work on this across the semester.

    Small Group Discovery Experience
    NA
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment for this course will include:

    6 Online Quizzes.
    Held fortnightly (weeks 2, 4, 6, 8, 10 and 12).

    Major Assignment.
    A task analysis to be worked on across the semester, with deliverables being:
    1. A video presentation (week 5).
    2. A peer review process (week 8).
    3. A written report (week 11).

    Task Weighting (%) Individual/ Group Formative/ Summative Due (week) Hurdle Criterion Learning Outcome
    Online Quizzes (x6) 10% each Individual Formative & summative 2,4,6,8,10 & 12 1,2,3
    Major Assignment 40% Individual Formative & summative 5,8 & 11 1,2,3,4

    Assessment Task

    Weighting (%)

    Individual/ Group

    Formative/ Summative

    Due (week)*

    Hurdle criteria

    Learning outcomes

    4x Online quizzes

    10 each

    Individual

    Formative & Summative

    3,6,9,12

    1. 2. 3. 4

    Assignment – Video

    15

    Individual

    Summative

    11

    1. 2. 3. 4.

    Assessment Detail
    Online Quizzes (6 x 10% each)

    These will occur at the end of every second week of semester, covering material from any of the preceding weeks (i.e., the first will
    cover weeks 1-2, the second primarily 3-4 but may include material from weeks 1 or 2 as well, and so on).
    Quizzes will be multiple choice and or short answer and results will be available the following week.

    Major Assignment (40%)

    Student will undertake a task analysis of a self-selected task (based on a set of examples) – creating step-by-step instructions for that task and then testing whether another person can follow those instructions without any further input.
    This will run across the semester, with discussion of what a task analysis is and how they are used covered in early weeks and feedback on their ideas offered during workshops. Students will: film a short video presentation to explain their task analysis, provide peer review of selected, other students' videos, and write a 1500 word research report explaining their activities in detail.



    Submission
    Online quizzes will be run through MyUni during specified windows within the indicated weeks.
    The components of the Major Assignment will be due in weeks 5 (video), 8 (peer review) and 11 (written report) of semester and will all be submitted via MyUni.

    Extensions for Assessment Tasks
    Extensions of deadlines for assessment tasks may be allowed for reasonable causes. Such situations would include compassionate and medical grounds of the severity that would justify the awarding of a supplementary examination. Evidence for the grounds must be provided when an extension is requested. Students are required to apply for an extension to the Course Co-ordinator before the assessment task is due. 

    Penalty for Late Submission of Assessment Tasks
    Late submissions will be penalised at a rate of 10% per day, unless you have applied for and received an extension as described above.


    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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