1982 ◽  
Vol 26 (2) ◽  
pp. 203-203
Author(s):  
James A. Wise

This is a panel session focused on the applications of Human Factors to real world problems in architectural design. Five representatives from various design & research professions will present recent case studies of theirs, and examine the contribution that Human Factors made to these projects. The diversity of their examples shows the usefulness and importance on integrating concerns for the human user into plans for the built environment.


Author(s):  
Pamela A. Savage-Knepshield

The Army's acquisition process is transforming to meet the needs of a force that must be agile, adaptive, and responsive to asymmetric threats. Advanced capabilities and technologies, which are urgently needed to enable rapid response to evolving military needs, are being developed and pushed out to troops at unprecedented rates. As a result, not all systems have undergone an iterative design process, received usability feedback from their target users, or had design support from human factors engineers to ensure that unit and Soldier considerations have been addressed. Subsequently, these systems may possess characteristics that induce high cognitive workload, fatigue, detectability, or trigger events that lead to fratricide. When human factors engineers encounter a system that has not derived these benefits, they too must become more agile, adaptive, and responsive to ensure that Soldier feedback is collected and that serious issues are identified and resolved before the system makes its way to the battlefield. Lessons learned while participating in advanced technology and experimentation programs include techniques that facilitate working with small Ns, institutional review boards, rapid survey instrument development, and the collection of qualitative feedback as well as the importance of having a “usability tool kit” available to facilitate data collection efforts in an operational field environment.


1991 ◽  
Vol 20 (2) ◽  
pp. 157-166 ◽  
Author(s):  
Thomas T. Liao

Two technology education programs are reviewed to determine how well they are designed to prepare students for the workplace or engineering careers. A list of workplace related functional skills is used as evaluation criteria for the assessment. Another aspect of this review concerns how contextual learning has been implemented. Both programs were judged to contain instructional activities that use advanced technology effectively to prepare students for the workplace or college. These programs are also excellent models of how to help students learn concepts and skills via real-world problems and examples.


Author(s):  
Anne Collins McLaughlin

During the fall of 2015, the Human Factors and Applied Cognition Area at North Carolina State University entirely revised the preliminary exam for Ph.D. candidacy to match human factors pedagogical goals and the real-world needs of the students. Emphasis in the new preliminary exam is on transparency, objectivity, and productivity, particularly the re-use of materials. The new exam assesses depth and breadth of knowledge, requires demonstration of research and teaching skills, and is preparation for work in either academia or industry. The following paper details the process and products relating to the new “portfolio” preliminary exam.


Author(s):  
Elizabeth Martin ◽  
Don R. Lyon ◽  
Brian T. Schreiber

Research from different laboratories could be compared more easily if a common set of research tasks were used. Such tasks should be amenable to controlled laboratory research, yet the results should generalize to important real-world tasks. In this paper, we describe the design of synthetic tasks, which are research tasks constructed by systematic abstraction from a corresponding real-world task. We present as an example a laboratory task (the cloud-break task) derived from a particularly demanding part of the reconnaissance mission of the USAF Predator uninhabited air vehicle. We describe potential pitfalls in decoupling a synthetic task from its normal mission context, and discuss some lessons learned from a preliminary design study.


Author(s):  
Carolyn Harper Knox ◽  
Lynne Anderson-Inman ◽  
Fatima E. Terrazas-Arellanes ◽  
Emily Deanne Walden ◽  
Bridget Hildreth

Students often struggle when conducting research online, an essential skill for meeting the Common Core State Standards and for success in the real world. To meet this instructional challenge, researchers at the University of Oregon's Center for Advanced Technology in Education (CATE) developed, tested, and refined nine SOAR Strategies for Online Academic Research. These strategies are aligned with well-established, research-based principles for teaching all students, with particular attention to the instructional needs of students with learning disabilities. To support effective instruction of the SOAR Strategies, researchers at CATE developed a multimedia website of instructional modules called the SOAR Toolkit. This chapter highlights the real world importance of teaching middle school students to conduct effective online research. In addition, it describes the theoretical and historical foundations of the SOAR Strategies, instructional features of the SOAR Toolkit, and research results from classroom implementations at the middle school level.


Author(s):  
Edmundo A. Sierra ◽  
Marcie Benne ◽  
Arthur D. Fisk

Students in this unique learning environment help to make the job of reptile-keepers — and maybe someday other workers — a lot more risk-free.


1987 ◽  
Vol 31 (7) ◽  
pp. 732-735 ◽  
Author(s):  
Linda Rich

The application of human factors research outside academic and vendor domains has been limited, with corporate systems development departments often unaware of the field. Introducing human factors within a corporation requires addressing organizational context issues in the particular setting. At Chemical Bank a pilot project was conducted to introduce and promote the application of human factors in the design of interactive computer systems. The project involved comparative usability evaluations of existing systems, and development of recommendations for institutionalizing human factors within the development process. The project sought to tailor recommendations to the organizational context. This paper discusses the Chemical Bank project and presents an analysis of the underlying causes limiting the use of human factors techniques in that organization.


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