Since the introduction of Automated Vehicles (AVs) on roads, there have been a number of high-profile collisions, which have highlighted significant driver challenges. These include challenges associated with drivers’ trust in the automation, their knowledge and awareness of the AV’s capabilities and limitations and their reduced situation awareness of the road environment and the vehicle. Solutions are needed to overcome these challenges, so that the expected benefits of AVs can be realised. Driver Training for Automated Vehicles: A Systems Approach identifies the training requirements for drivers of AVs and takes a systematic approach to design, develop, implement and evaluate a comprehensive training package to address these requirements. This book explores how training can overcome the driver challenges associated with AVs by improving drivers’ mental models, trust in automation, decisions and behaviour when activating a Level 4 AV. It presents a systematic approach to the training lifecycle, by first presenting the current state of research into AVs, identifying the challenges and training requirements for drivers of AVs, and then developing and evaluating a training programme to achieve these requirements. This fascinating title highlights the need for drivers to undergo training for AVs, and takes us a step closer to this need. It walks readers through a systematic, four-step process and provides practical guidance to develop and evaluate an effective training programme. The reader will develop a thorough understanding of the current driver challenges with AVs and the methods and systems to mitigate them through current knowledge and research. This book is an ideal read for practitioners, designers and academics with a professional or research interest in AVs. Its appeal extends to those in the fields of automotive design, Systems Engineering, Human Factors and education and training.

This report presents a framework for measuring safety in automated vehicles (AVs): how to define safety for AVs, how to measure safety for AVs, and how to communicate what is learned or understood about AVs.

Driver Training for Automated Vehicles identifies the training requirements for drivers of AVs and takes a systematic approach to design, develop, implement and evaluate a comprehensive training package to address these requirements.

This book takes a look at fully automated, autonomous vehicles and discusses many open questions: How can autonomous vehicles be integrated into the current transportation system with diverse users and human drivers? Where do automated vehicles fall under current legal frameworks? What risks are associated with automation and how will society respond to these risks? How will the marketplace react to automated vehicles and what changes may be necessary for companies? Experts from Germany and the United States define key societal, engineering, and mobility issues related to the automation of vehicles. They discuss the decisions programmers of automated vehicles must make to enable vehicles to perceive their environment, interact with other road users, and choose actions that may have ethical consequences. The authors further identify expectations and concerns that will form the basis for individual and societal acceptance of autonomous driving. While the safety benefits of such vehicles are tremendous, the authors demonstrate that these benefits will only be achieved if vehicles have an appropriate safety concept at the heart of their design. Realizing the potential of automated vehicles to reorganize traffic and transform mobility of people and goods requires similar care in the design of vehicles and networks. By covering all of these topics, the book aims to provide a current, comprehensive, and scientifically sound treatment of the emerging field of “autonomous driving".

The automotive industry appears close to substantial change engendered by “self-driving” technologies. This technology offers the possibility of significant benefits to social welfare—saving lives; reducing crashes, congestion, fuel consumption, and pollution; increasing mobility for the disabled; and ultimately improving land use. This report is intended as a guide for state and federal policymakers on the many issues that this technology raises.

Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instructional processes – the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.

Why we don't really want simplicity, and how we can learn to live with complexity. If only today's technology were simpler! It's the universal lament, but it's wrong. In this provocative and informative book, Don Norman writes that the complexity of our technology must mirror the complexity and richness of our lives. It's not complexity that's the problem, it's bad design. Bad design complicates things unnecessarily and confuses us. Good design can tame complexity. Norman gives us a crash course in the virtues of complexity. Designers have to produce things that tame complexity. But we too have to do our part: we have to take the time to learn the structure and practice the skills. This is how we mastered reading and writing, driving a car, and playing sports, and this is how we can master our complex tools. Complexity is good. Simplicity is misleading. The good life is complex, rich, and rewarding—but only if it is understandable, sensible, and meaningful.