Block 1: Cognitive psychology

Information processing; memory and attention; cognitive load; repetition and boredom; decision-making; bias and subjectivity.

(Cognitive Task Analysis [CTA], Critical Decision Method [CDM], NASA-Task Load Index)

Block 2: Human Error and beyond

Generic error models; checklists and algorithms; situated cognition and cognitive systems.

(Generic Error Modelling System [GEMS], Skill Rule Knowledge [SKR])

Block 3: Designing joint cognitive work systems

Visual and auditory displays and controls; user-friendliness and affordance; instruction, signs and labels; communication; automation; equality, diversity and inclusion.

Final Assessment: Verbal presentation of poster assignment

You will present your poster verbally online to a panel and answer questions. You will not be assessed on your submitted abstract, but questions may arise from abstract, poster or both.



You will be given guidance on poster design, and include a balance of text, images and references. Your poster should cover: background; methods; results (or analysis plan); conclusions and/or recommendations. (LO1, LO2, LO4)
You should apply material/ learning from the module such as cognitive aspects of work e.g. memory, attention, capacity, decision-making; affordance in displays, controls or user instructions, tools such as Cognitive Work Analysis, NASA Task Load Index. (LO3)

Examples of HF/E-informed improvements will be provided to help meet LOs and assessment briefs and may include (but not be limited to): developing useable instructions or interfaces; designing suitable training; reducing cognitive demands on staff or patients.



Formative assessments

Each teaching block will conclude with a simple formative assessment to allow students to track progress and work towards the final assessment. These will be a mixture of discussion posts, quizzes and critical appraisal tasks.

Examples for this module include:

A NASA Task Load Index analysis to be posted for peer comment, facilitated by tutors

Abstract for poster to be posted for peer comment, facilitated by tutors

Students will have the option of being individually mentored by the course leads towards application for an appropriate membership level of the Chartered Institute of Ergonomics and Human Factors. This can involve reviewing professional competencies and keeping logbook records of the HF/E activities students are undertaking.

Module Learning Outcome

3.1 Demonstrate a systematic understanding of cognitive capabilities, user needs and limitations with respect to information, technology and design

Knowledge and Understanding; Learning

3.2 Demonstrate critical awareness in applying tools and methods to optimise interactions between cognition, task and artefact in socio-technical systems

Knowledge and Understanding; Enquiry; Analysis; Application

3.3 Critically appraise social and cognitive (‘non-technical’) aspects of health care education and practice (including communication, memory, attention and decision-making)

Enquiry; Communication; Reflection

3.4 Demonstrate the qualities and transferable skills necessary to communicate evidence-based design or modification recommendations for information, technology or process to optimise cognitive systems performance

Analysis: Problem Solving; Communication; Application; Reflection

HF/E privileges the expertise of the user in any system and aims to support them to apply tools and models systematically to design better systems. Thus the main pedagogical approach is to support students in work-based learning (this may include applying their learning in home and community environment).

Blackboard Learn Ultra will be the main application for online teaching, learning, community building, and knowledge sharing.

Material will be introduced in blocks of around 3-4 weeks. Each will have a dedicated asynchronous video introduction and a synchronous tutor-led discussion at the end, recorded. All blocks will include a mixture of audio, video and written material.

Class conversations will be enabled for selected teaching material to facilitate inquiry.

As well as general graduate attributes (see university learning outcomes) the focus is on gaining applied skills/ professionally recognised competencies in HF/E which will enhance employability across health and social care and other safety critical domains.

Successful completion of this module will require access to a computer and good internet access.

We provide:

A range of materials on Blackboard Learn Ultra Virtual Learning Environment (induction is provided) including articles, video and audio lectures and interactive activities.

A variety of digital material through Library services and specialist databases (Library and Academic Skills sessions are provided).

Software downloads and IT support.

A dedicated course lead, module leads and tutors.

Additional study support from the Academic Skills team and additional needs support from AccessAbility Services.

Shorrock, S. and Williams, C. (2016) Human Factors and Ergonomics in Practice. London: CRC Press

Bridger, R. (2017) Introduction to Human Factors and Ergonomics, 4th edition. London: CRC Press

Stanton NA, Salmon PM, Rafferty LA, Walker GH (2013) Human factors methods: a practical guide for engineering and design, second edition. Ashgate Publishing Ltd. ISBN 978- 140945754

Cognitive Ergonomics is concerned with human capabilities and limitations at work in terms of attention, memory, communication processing of information, problem-solving and decision-making. This module covers the ways in which people interact with tasks, tools and technology, and with the information they receive from others. The focus is on deep understanding of the ways in which the brain interacts with information received. Students apply HF/E design principles to facilitate optimal cognitive performance: to ‘make it easy to do the right thing’.