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Option E Human Factors Design Human Factors Design E.2.1 – E.2.5

E.2.1 Explain user population ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object]

E.2.2 Outline how large user groups may be defined ,[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object]

Task ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

E.2.3 Outline the importance of sampling information about potential users ,[object Object],[object Object],[object Object],[object Object],E.2.4 Describe how a user group sample is based on factors considered in E.2.2 E.2.4 Discuss how the factors in E.2.2 are further defined to determine the exact nature of a user group

Links ,[object Object],[object Object],[object Object],[object Object],[object Object]

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There are a variety of helpful resources for designers (e.g., books, blogs) that describe best practices for data visualization. While these resources often provide useful recommendations, they sometimes fail to offer explanations about how these visual representations support human cognition and perception. For example, why should we provide time-series trends, limit the use of color, and strive for visual interpretations of values? What is it about human attention, memory, and situation awareness that make some data visualization techniques more effective than others? This presentation will give an overview of some best practices of data visualization and will provide a discussion of why they benefit human perception and performance. Paul Derby is a Senior Experience Designer within the Honeywell User Experience design studio. Paul has a PhD in experimental psychology (human factors) from Texas Tech University. At Honeywell, Paul focuses on UX research and design within the process industry (e.g., oil/gas, petrochemical, etc.). Currently, Paul is leading multiple UX efforts to improve data visualization products within this domain.

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Education remains a severely unpolished domain for the application of human factors principles; although human factors methods and theories thrive in their application within both the learning and training domains. Continued efforts are needed to increase educational outcomes from the human-system interaction perspective. This paper shall continue to investigate how to apply constructs and theory from within the related human factors, human-computer interaction, and usability fields to the domain of instructional design. This paper intends to place human factors, human-computer interaction, and usability measurement methods among those used to evaluate cognitive load for the benefit of instructional design, following a new quantitative model for cognitive load. This effort shall assist in increasing collaboration between the fields of human factors and education, and make a significant contribution to cognitive load theory measurement methods. Sonnenfeld, N.A. & Keebler, J. R. (2016, September). A quantitative model for unifying human factors with cognitive load theory. Lecture presentation at the 2016 Human Factors & Ergonomics Society Annual Meeting. DOI: 10.6084/m9.figshare.4054695

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5 Principles of Universal Design for Learning Learning Objectives After reading this chapter, you should be able to: • Describe the intrinsic barriers associated with efforts to design for the average student and provide an example of how this type of design might look in the classroom. • Summarize the conceptual foundations of universal design for learning. • Demonstrate three methods for improving the accessibility of text. • Identify the accessibility barriers found in audio files and video files, and suggest what features must accompany these types of media to make them universally accessible. • Demonstrate how you could implement universal design for learning in your classroom using the principles of multiple means of representation or multiple means of expression. AP Photo/Janet Hostetter edy80779_05_c05_171-208.indd 171 5/29/13 2:15 PM CHAPTER 5Pre-Test Pre-Test 1. The fundamental problem of the design for the mean product is its a. font size. b. determination of mean. c. usability. d. timeliness. 2. One concern with universal design for learning is that it lacks a. a general philosophy. b. legal support. c. scientifically based evidence. d. teacher buy-in. Meet Dr. David Rose Introduction to Universal Design for Learning http://www.youtube.com/watch?v=MbGkL06EU90 Introduction Schools have a long tradition of standardizing the format and function of education that has led to an expectation that the one-size-fits-all classroom will benefit every-one. However, diversity is a characteristic of the human condition that needs to be valued and celebrated. When the needs of diverse learners are not anticipated, there is a relentless need for curriculum accommodations and modifications to retroactively try to meet their needs. The goal of universal design for learning is to proactively value diversity such that supports are embedded into instructional materials before a student needs them. This not only helps facilitate the academic performance of students with disabilities, who may be considered the primary beneficiary of accessible design interventions, but it also supports secondary groups of diverse learners who need scaffolds, but for whom we may not be able to identify such a need in advance. The design of curriculum and instruction is fundamentally different than the design of physical structures and environments. As a result, teachers and instructional designers must be aware of the accessibility of the different containers they select for the instructional materials they provide to diverse students. In this chapter you will be introduced to methods that enhance the accessibility and usability of text and media. Universal design for learning (UDL) is a discipline that is slightly more than 10 years old. Despite its short history, the potential of universal design for learning has captured the imagination of federal policymakers, administrators, teachers, and parents. This chapter .

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with MyLab BusinessCommunication® • Reporting Dashboard—View, analyze, and report learning outcomes clearly and easily, and get the information you need to keep your students on track throughout the course with the new Reporting Dashboard. Available via the MyLab Gradebook and fully mobile- ready, the Reporting Dashboard presents student performance data at the class, section, and program levels in an accessible, visual manner. • Pearson eText—Keeps students engaged in learning on their own time, while helping them achieve greater conceptual understanding of course material. The worked examples bring learning to life, and algorithmic practice allows students to apply the very concepts they are reading about. Combining resources that illuminate content with accessible self- assessment, MyLab with eText provides students with a complete digital learning experience—all in one place. • Quizzes and Tests—Pre-built quizzes and tests allow you to quiz students without having to grade the assignments yourself. • Video Exercises—These engaging videos explore a variety of business topics related to the theory students are learning in class. Quizzes assess students' comprehension of the concepts covered in each video. • Learning Catalytics™—Is an interactive, student response tool that uses students' smartphones, tablets, or laptops to engage them in more sophisticated tasks and thinking. Now included with MyLab with eText, Learning Catalytics enables you to generate classroom discussion, guide your lecture, and promote peer-to-peer learning with real-time analytics. Instructors, you can: ■ ■■ Pose a variety of open-ended questions that help your students develop critical thinking skills ■ ■■ Monitor responses to find out where students are struggling ■ ■■ Use real-time data to adjust your instructional strategy and try other ways of engaging your students during class ■ ■■ Manage student interactions by automatically grouping students for discussion, teamwork, and peer-to-peer learning A L W A Y S L E A R N I N G Giving Students the Skills and Insights They Need to Thrive in Today’s Digital Business Environment The essential skills of writing, listening, collaborating, and public speaking are as important as ever, but they’re not enough to succeed in today’s business world. As business communication continues to get rocked by waves of innovation—first digital media, then social media, now mobile communication, and watch out for the upcoming invasion of chatbots—the nature of communication is changing. And the changes go far deeper than the tools themselves. In this exciting but complex new world, no other textbook can match the depth and range of coverage offered by Business Communication Today. Figure 1.7 The Social Communication Model The social communication model differs from conventional communication strategies and practices in a number of significant ways. You’re probably already an accomplished ...

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Goffman (1959) as (cited in Schulz 2012), used theatric allegory to define how a consumer behaves in his “impression management theory”, as a consumer is a social scientist who behaves in public, the way an actor performs on stage in front of an audience . Schulz 2012 also elaborates; another useful measure of a consumer’s behavioral traits is “reflexivity” by which a customer’s response and reaction can be analyzed by his past experience.

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According to the textbook, information management is among the most critical functions of business success In current world, business are very competitive and you need to stay ahead in the game to bring new features/products/services to the market & to the customers, failing will impact creditability of your brand, having high quality and timely data are very crucial and it is a critical business asset, Well designed Information management helps to get this data to make the right decisions at the right decisions at the right time, enabling a faster response to changes in your business environment at less cost, with fewer mistakes and leading to better business performance. Information management has traditionally been the job of the IT department, but the responsiveness required of business operations these days makes it imperative that top management takes responsibility for information quality from the business viewpoint rather than seeing it as a solely technological exercise. It is the management’s task to define what information it needs to run the business successfully, when the information is needed and what its quality criteria should be. 2.Evaluate the level of impact of IT / enterprise architecture on information management (e.g., the flow of information throughout the company / organization, etc.) within a company or industry of your choice. Information technology (IT) is dramatically changing the business landscape. Although organization cultures and business strategies shape the use of IT in organizations, more often the influence is stronger the other way round. IT significantly affects strategic options and creates opportunities and issues that managers need to address in many aspects of their business. During my stint as IT developer with Large cooking ware products company (direct selling), the business team solely depended on IT shop, all offers, service catalogs, promotions were enabled and simplified by IT, it established open flow of information allows everyone within the organization to understand the way that Direct selling via Sales portal works. 3.Next, determine at least one (1) obstacle or challenge that the IT organizational leader would face in order to support organizational information within the company or organization that you have chosen One of the challenge we had with our Organization business users, adaptability of the changes, our business users were very used to maintain the offer, promotions in manual way, store as excel sheets in their work station, With our IT architecture of maintaining templates in a central place and auto populate the current offer, promotions triggered Resistance to the change from business users, we overcome by extensive training by uplifting technical skills of business users and conducting awareness sessions on online sales, B2B, B2C concepts. 4. According to the textbook, “at no time will a specific target architecture ever be achieved”. State the main reasons why.

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1. Option E Human Factors Design Human Factors Design E.2.1 – E.2.5

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