DILHFL607: Human Factors in Lighting
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MODULE DETAILS |
DILHFL607: Human Factors in Lighting
Nominal duration: 5 weeks (60 hours total time commitment)
This time commitment includes the structured activities, preparation reading, attendance at each webinar, completing exercises, practical assessments and proctored assessments. It is also expected that students spend additional time on readings, personal study, independent research and learning, practicing on remote labs and required software and working on any projects and assignments.
This module looks at the physiological and psychological processes involved in seeing our lit environment. It also addresses how visual and task performance can be assessed as part of post occupancy assessments of lighting and interiors. |
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MODULE PURPOSE |
The purpose of this module is for participants to develop an understanding of how the visual sensory system responds to, and processes light. |
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MODIFICATION HISTORY |
V1.3 - new |
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PREREQUISITE AND/OR CO-REQUISITE MODULES |
None |
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SUMMARY OF LEARNING OUTCOMES |
1. Describe the components of the visual sensory system and their functions 2. Describe core concepts in visual perception and their significance in lighting design 3. Analyse the important elements of visual performance 4. Describe the factors that affect visual comfort 5. Assess and evaluate human factors |
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LEARNING OUTCOMES |
ASSESSMENT CRITERIA |
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Learning outcomes specify what students will be able to do as a result of the learning. |
Assessment criteria provide the criteria by which achievement of the learning outcomes will be judged. |
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1 |
Describe the components of the visual sensory system and their functions |
1.1 |
Outline human sensory systems |
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1.2 |
Define the thresholds of sensation |
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1.3 |
Describe the components of the visual system and the visual pathway |
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1.4 |
Explain the difference between absolute and difference thresholds |
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2 |
Describe core concepts in visual perception and their significance in lighting design |
2.1 |
Describe visual perception |
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2.2 |
Explain light adaptation and associated mechanisms |
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2.3 |
Describe brightness perception and influencing factors |
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2.4 |
Describe perception and visual field variations |
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2.5 |
Describe the degrees of stimulation |
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3 |
Analyse the important elements of visual performance |
3.1 |
Describe visual acuity and spatial frequency sensitivity |
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3.2 |
Compare measures of acuity |
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3.3 |
Explain contrast sensitivity |
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3.4 |
Describe colour vision and defects |
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3.5 |
Describe the visual field of view |
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3.6 |
Describe visual tasks and visual performance |
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3.7 |
Outline the development of lighting standards for task performance |
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4 |
Describe the factors that affect visual comfort |
4.1 |
Describe the relationship between luminance and glare |
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4.2 |
Identify glare types |
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4.3 |
Quantify and qualify glare |
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4.4 |
Analyse flicker and stroboscopic effects |
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4.5 |
Describe the relationship between lighting and vision impairment |
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5 |
Assess and evaluate human factors |
5.1 |
Assess visual task performance |
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5.2 |
Assess visual comfort |
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5.3 |
Describe other factors affecting visual performance and comfort |
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5.4 |
Describe survey tools for assessing visual performance and comfort |
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DELIVERY MODE |
A combination of asynchronous and synchronous e-learning delivery comprising a judicious mix of interactive online web conferencing, simulation (virtual labs) software, remote online labs, online videos, PowerPoint slides, notes, reading and study materials (in PDF, HTML and Word format) accessed through the Moodle Learning Management System (LMS). |
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SPECIALISED RESOURCES |
N/A |
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ASSESSMENT STRATEGY |
METHODS OF ASSESSMENT Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways including direct observation, supervisor's reports, project work, structured assessments, samples and questioning. This will include short answer questions on the knowledge content, the use of remote and virtual labs, and writing tasks to apply the learning to academic tasks.
CONDITIONS OF ASSESSMENT Assessors must: · hold the appropriate assessor competency standards as outlined in regulations; and · be able to demonstrate vocational competencies at least to the level being assessed; and · be able to demonstrate how they are continuing to develop their VET knowledge and skills as well as maintaining their industry currency and assessor competence.
Questioning techniques should not require language, literacy and numeracy skills beyond those required in this module. The candidate must have access to all tools, equipment, materials and documentation required.
The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.
Assessments will be open book assessment and may be completed off-campus.
Model answers must be provided for all knowledge-based assessments to ensure reliability of assessment judgements when marking is undertaken by different assessors. |
