blended learning model in osh an irish university model anne drummond and helen guerin, ucd
TRANSCRIPT
Blended learning model in OSH
An Irish University model
Anne Drummond and Helen Guerin, UCD
History and development
1989 framework OSH legislation EU and Ireland Professional OSH training firmly established Training need for those with OSH responsibilities
identified 1993 EU funding available to develop satellite
learning technology OSH satellite programme developed in 1993
Programme objective (OSH)
To provide multidisciplinary training in the basic principles of OSH legislation, and best practice in risk management and occupational safety and health management for employees, supervisors and managers
Target market
Persons with some responsibility for safety and health at the work place
Employee, supervisor, manager training
Not professional training
Blended learning
The term blended learning is used to describe a solution that combines several different delivery methods
This OSH model combines live satellite lectures, live telephone link-up, face-to-face tutorial support, course text, self-assessment, and peer learning.
Schedule
1-year part-time programme Students attend a local centre for 2 hours /
week x 25 weeks 1-hour satellite lecture + 1-hour tutorial
2004-2005
14 sites 19 student groups 496 students
Stakeholders Internal
University academic centre University audio-visual service
External Broadcasting organisations (RTE, EBU) Partners (third level and vocational institutes,
organisations, public bodies, private industry) Specialist lecturers Tutors Students
Stakeholder relationships
Clients include employees from:
Irish defence forces Irish Rail Irish Bus Telecom organisations National Television Station Pfizer pharmaceuticals Wyeth nutritionals Waterford Crystal
Student backgrounds Adults Working full-time Studying part-time Age range 18 – 60+ Diverse educational
qualifications from lower second level to PhD
Multidisciplinary occupations and diverse professional backgrounds
Age
Over 5041 - 5031 - 4021 - 3020 or Under
Per
cent
40
30
20
10
0
11
29
34
23
6 Pedagogical components
1. Programme manual
2. Self-assessment questions
3. Live satellite-delivered lecture
4. Phone-in question and answer session
5. Tutorial
6. Assessment by projects and by examination
Delivery – Blended learning
Traditional methods Written material
Comprehensive manual, updated annually On-site tutorials
Facilitated by local tutors (OSH professionals) Self-assessment questions
Self-directed learning
Delivery – Blended learning Innovative
technology Live satellite-
delivered lecture Phone-in question
and answer session
Download frequency 11023 MHZ POL625 Pal MPE 4:2:0 61113 hsymb/s FEC 3/4
Content – 24 lectures from national experts Irish and EU Legislation Risk and Safety
management Mechanical, chemical,
ergonomic, psychosocial hazards
Occupational health, diseases and hygiene
Occupational psychology
Accident causation Accident investigation Sector safety:
construction and agriculture
Violence at work Fire and emergency
planning Electricity
Assessment
Essay project Risk assessment project Multiple choice examination Traditional examination Examination takes place in local centre
Printed learning materials
PoorFairGoodVery Good
Perc
ent
60
50
40
30
20
10
0
12
51
36
Live satellite lectures
Very PoorPoorFairGoodVery Good
Perc
ent
70
60
50
40
30
20
10
0
14
59
25
Interactive question and answer sessions
PoorFairGoodVery Good
Perc
ent
60
50
40
30
20
10
0 3
31
51
15
Tutorials
Very PoorPoorFairGoodVery Good
Perc
ent
60
50
40
30
20
10
0
13
32
51
Feedback from students
Strengths of the model
Legislation-driven content Concurrent delivery of consistent content
to large numbers of students Wide geographical access (satellite
footprint is centered over Europe) Reliable technology Transferable across boundaries Adaptable delivery format
Pros for participating centres
Successful package Financial incentives Local access to national expertise
Pros for students
Local access to national expertise Minimal time off work for employees in the
in-company centres Recognised qualification and certification Progression pathway to professional
qualification
Weaknesses of the model
Large numbers of students Large numbers of stakeholders Indirect control (technical, site and
broadcast partners) Heavy administrative and co-ordination
burden on providers
Track record
12th year completed in 2005 4182 students successfully completed to date 90%+ pass rate 95% completion rate Transmission delivery success > 98% Transmission receive site failure rare – prompt
follow-up and back-up facilities
Summary
Proven model for successful delivery of an OSH programme to large numbers of students over a wide geographical area.
Further information available from:[email protected]://www.ucd.ie/cshw
Short DVD with extracts from live classes