Trans RINA, Vol 157, Part C1, Intl J Marine Design, Jan –Dec 2015
You must show them that the relevant personnel fit in the area and that the tasks can be performed effectively, efficiently and satisfactorily;
You have to make a low fidelity (lo-fi) prototype of this work area for the client to oversee;
Then make a three minute demonstration video which shows the use of your design; Show your demonstration to an expert team available and obtain their feedback.
from the ii.
Each team were provided with lo-fi materials including but not limited to, cardboard boxes, corrugated sheets, wooden mannequins, scissors, glue, tape, drawing pins, pens, pencils, rulers, data cables etc. Then the students were asked to explore each context based on the essential W and H questions [32] to understand each situation. These five Ws and one H questions who, what, when, where, why and How were introduced to students as a starting point to gather basic information in each work contexts. Further the subject matter expert team assigned for specific thematic areas (see Table 1) was introduced to the students and informed that they were readily available throughout the workshop to provide expertise related to the work contexts as end users.
Once all teams finished with their designs and videos, representatives from each team presented the videos to the entire expert team and to the whole class. The expert team then provided their feedback on each design to students. Subsequently the questionnaire described in section 2 was distributed to students. They were given five minutes to complete the questionnaire.
Finally students were requested to ask any relevant questions, and as a closing event, the research team distributed a booklet “The Human Element - An Introduction” published by Lloyd’s Register [7] to all participants, to deepen an understanding on HF and HCD concepts.
3. ANALYSIS 4.
3.1 LO-FI PROTOTYPES AND VIDEOS After
the workshop, the lo-fi prototypes and videos
prepared by each team were analysed by the research team together with observations, photos and notes taken during the session. The analysis was carried out based on the following key questions [16]:
What is the operating environment? Who will perform the tasks in this situation? What goals are to be achieved in this situation? What are the other tasks that users will be doing at the same time?
How are operational risks managed? RESULTS
4.1 LO-FI PROTOTYPES AND VIDEOS All
groups made use of subject matter experts’
knowledge while preparing the lo-fi prototypes when they wanted to understand practical aspects of the work contexts. All
experts were busy during the whole
workshop. Workshop moderators observed that the availability of the expert team was helpful for the students to understand the CoU. The lo-fi prototypes prepared by the teams discussed subject-by-subject to identify overall performance of the participants. The individual details and photographs of the prototypes prepared by each teams are attached as Appendix 1 of this paper.
iii. iv.
3.2 QUESTIONNAIRE
There were a total of 50 valid responses received for the questionnaire. Their responses for all scaled questions were summarised under first four categories listed below:
i.
Students’ understanding of different situations and role of
workshop; Students’
the crew onboard: before and after the understanding
on the benefits that
seafarers may receive by applying HF/HCD during ship design: before and after the workshop;
Students’ approach to the elimination of HF issues onboard ships;
Students’ level of agreement about following two statements; Designers’ clear understanding of
situations in which the products will be used can reduce the potential for human error,
Proper understanding of HF by Design engineers can lead to minimise the hazards out.
v. Students’ feedback on workshop.
During analysis, two questions which had rating scales from 0 to 10 (as described in section 2) was divided in to six different grading levels as listed below. This grading was done to evaluate those two questions under the first two categories listed above.
i. 0 – Nil
ii. 1 to 2 – Poor iii. 2 to 4 – Fair iv. 4 to 6 – Good v. 6 to 8 – Very good vi. 8 to 10 – Excellent
All open answers were listed together, assigned an
explanation and then categorised under the fifth category. The analysis was done using Microsoft Excel software.
the
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© 2015: The Royal Institution of Naval Architects
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