elearning in occupational health & safety satu hakanurmi 07/2014 1
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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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14https://www.britsafe.org/dhs-demo-unit-28Jan-pif/reader/reader.html#
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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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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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