OCHS13019 - Prevention Through Design

General Information

Unit Synopsis

You will develop competence and confidence in using prevention through design (PtD) strategies and tools. PtD, or 'safe design', is a process of hazard identification and risk assessment to eliminate or minimize risk of injury and anticipate failure modes throughout the life of the product or system. You will be given the knowledge needed to optimise human performance and enhance safety in a socio-technical environment. Topics include safe design principles, optimisation of the design process, life cycle analysis, hazard and operability studies, Fault Tree Analysis , Failure Modes and Effect Analysis and strategic design risk assessment using the Safety Case. There is an emphasis on human factors engineering, the principles of technology adoption and consideration of the notion of disruptive technologies.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-Requisite:- 72 credit points including successful completion of AINV11002 and either OCHS13008 or OCHS12019

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2024

Term 2 - 2024 Profile
Online
Term 2 - 2025 Profile
Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Portfolio 50%
2. Group Work 20%
3. Presentation and Written Assessment 30%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 45.45% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Student Unit Evaluation & Teaching data
Feedback
Make marking criteria available to students on Moodle.
Recommendation
When marking online with a smart rubric, it is recommended that a copy of the marking rubric is provided in Moodle as well as instructions to help the student locate the online marking rubric within Moodle.
Action Taken
A copy of the marking rubric was provided to students in the Assessment Tile on Moodle, with short instructions on locating it in Moodle.
Source: Student Unit Evaluation & Teaching data
Feedback
Students found this unit very engaging and constructive for their learning.
Recommendation
It is recommended that where possible, continue to incorporate industry expert experiences within student learning material.
Action Taken
Dr Sara Pazell, an industry expert and leader in her field was once again engaged to teach this unit.
Source: Student Unit Evaluation & Teaching data
Feedback
Students found the assessment items engaging due to their real-world applications.
Recommendation
As students appreciate the real-world nature of assessment, it is recommended that a real-world focus be maintained in the assessment items.
Action Taken
The real-world focus throughout the unit and assessments was maintained.
Source: Unit Coordinator Reflections
Feedback
Feedback provided to students is rated highly, though can be further improved.
Recommendation
Place overall feedback in the Assessment Tile on Moodle to ensure all students can easily find it.
Action Taken
In Progress
Source: Unit Coordinator Reflections
Feedback
Students appreciate the real-world examples that enhance their learning throughout the term.
Recommendation
Continue to provide real-world examples during tutorials to enhance industry relevance.
Action Taken
In Progress
Source: Student Unit and Teacher Evaluation data
Feedback
Some students find the lectures that are broken down into smaller recordings harder to follow than whole lectures often provided in other units. However, in past years, students who work in remote and regional areas have commented that they appreciate the series of shorter recordings due to weaker/limited internet bandwidth in these locations.
Recommendation
To contribute to learning accessibility and learning inclusion, keep the series format for pre-recorded lectures. In addition, to help students gain a broader perspective of their student cohort needs, provide an explanation for the series of shorter recordings at the beginning of term, Week 1.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Appraise design as an effective strategy to minimise injuries, illnesses and fatalities.
  2. Evaluate designs from a life cycle approach.
  3. Identify past and present opportunities and challenges to achieving 'prevention through design' including the design process, human factors engineering, adoption of new technology and impact of disruptive technologies.
  4. Evaluate potential risks associated with design issues in socio-technical systems around culture, processes, structures, equipment, tools and people by employing appropriate analytical methods.
  5. Assess the value of the elimination of hazards through the redesign of buildings and structures, work environments, materials, plant (machinery and equipment) job tasks and work environments.
  6. Create a systematic response to a design problem that incorporates the prevention through design principles and methods.
  7. Appraise design sub-optimisation and plant operational parameters as a member of a safety case design team

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Portfolio • • • • •
2 - Group Work • • • •
3 - Presentation and Written Assessment • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication • • • • • •
2 - Problem Solving • • • • •
3 - Critical Thinking • • • • • • •
4 - Information Literacy • • • • • •
5 - Team Work • • • • • •
6 - Information Technology Competence • • • •
7 - Cross Cultural Competence • • • • •
8 - Ethical practice • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10
1 - Portfolio • • • • • • • •
2 - Group Work • • • • • • • •
3 - Presentation and Written Assessment • • • • • •