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eLearning in Occupational Health &

Safety

Satu Hakanurmi 07/2014

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Why eLearning?

• Flexible• Cost effective in the

long run• Level of quality• Support for teachers• For lifelong learners

The history of technology in education • http://

www.youtube.com/watch?v=UFwWWsz_X9s

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Different Models of e-Learning

Face-to-face Classroom aids Computer labs/laptop programs

Hybrid (less face-to-face + online learning)

Distance education

No e-learning Fully e-learning

Blended learning

Distributed Learning

(Bates & Poole, 2003; OECD, 2005)

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eLearning model for Occupational Health?

SAWS-course design

-material production & delivery

-teacher training

Totally online courses

-material-interaction

-assignments

Training centers-f2f training

-online materials-examination

Training centers-f2f training

-online materials-examination

Training centers-f2f training

-online materials-examination

Training centers-f2f training

-online materials-examination

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eLearning examples for occupational health

Satu Hakanurmi 9.7.2014

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Role of the student

• What do the students do when studying online?

• What kind of materials do students use?• With whom do students interact when

studying?• What attractive elements can you find in

the models?• How does the curricula & learning

environment meet end-user requirements?

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BRITISH SAFETY COUNCILHTTPS://WWW.BRITSAFE.ORG/

Case 1.

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10https://www.britsafe.org/training/nebosh-courses/nebosh-national-diploma-occupational-health-and-safety

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13https://www.britsafe.org/store/courses

14https://www.britsafe.org/dhs-demo-unit-28Jan-pif/reader/reader.html#

15https://www.britsafe.org/products/level-2-award-coshh-risk-assessment-e-learning-course

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3T RESULTSHTTPS://WWW.3TONLINE.FI/?LANGUAGE=EN

Case 2.

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www.3tonline.fi

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HEALTH AND SAFETY WORK EXECUTIVEHTTP://WWW.HSE.GOV.UK/RESEARCH/RRHTM/RR482.HTM

Case 3.

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E-learning for risk education

• Demonstration e-learning package to teach undergraduate engineers of all diciplines in relation to the key concepts in health and safety risks

• The sample is in the form of a CD and contains introductory material, a simulation and related tutorial material developed for learning in a ’gaming’ context, and several illustrative examples of other interactive tutorial material.

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A CD contains the following:

• An eye-catching set of video clips highlighting the importance of the issues being considered

• Introductory material which explains the background, content and future intentions for the project. Guidance is also given on how the material can be best used

• A draft simulation of a construction site. ’Video game’ where the user is asked to spot hazards, given guidance on the impact and nature of the hazards and introduced to the concept of risk assessment with appropiare input and feedback

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A CD contains the following cont.:

• A variety of tutorial material (which can be related to the simulations or can stand alone). The sample material includes comparing risks, factors affecting risk perception, and introduction to terminology (specifically ’risk’ and ’hazard’) and an example of background briefing material

• Concluding section, drawing together the strands from the above and soliciting help with further development

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EVALUATION OF EXAMPLES

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Learning needs and suitable digital media

KNOWLEDGE LEVEL AND LEARNING GOAL

NATURE AND SUBSTANCE OF KNOWLEDGE

TYPE OF KNOWLEDGE OF LEARNING CONTENT

EXAMPLE OF MODE WHICH SUPPORTS LEARNING

1. KnowsUnderstandsApplies

Ready and existent knowledge, basic information produced by others

Mainly theoretical and unambiguous

Self-study courses

2. AnalyzeSynthesizeEvaluate

New and self-generated knowledge, specialist know-how

Mainly creative information production and development of the new

Virtual work and discussion groups

3. Metacognitive and to learn readiness for learning

Assessment of one’s own activities, tutoring, and development

Development of operations and working modes

Blended education (blended learning)

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Communicative interaction is central to

quality eLearning

• Learner-content• Learner-teacher• Learner-learner

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The Course Designer’s Tasks

1. Curricula & learning environment meet end-user requirements

2. Student activities when studying online

3. Userfriendly materials 4. Students’ interaction when studying5. Manageable chunks6. Attractive elements

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